Relations Between the Zoom Fatigue Phenomenon and the Psychological Well-Being of Moscow University Students: Results of an Empirical Study



The article presents the results of an empirical study, focusing on the association between distance learning via videoconferencing and the phenomenon of Zoom fatigue. The data was collected on the basis of online platform Google Forms. The research sample included 100 students from 17 to 24 years old. The article provides a detailed analysis of the psychological and physical consequences of student participation in video sessions. The article formulates the student’s preferences in the mode of learning through online conferencing as well as the analysis of the difficulties that students experience. The research results establish the link between Zoom-fatigue and the aspects of psychological well-being including gender approach. It was also found that the lack of unified standards that would regulate the duration and frequency of videoconferences in the framework of blended or distance learning at universities, leads to a deterioration in mental and physical health. Furthermore, female students with a low level of psychological well-being are most susceptible to such a negative influence.

General Information

Keywords: Zoom fatigue, psychological well-being, distance learning, online learning, video conferencing, students

Publication rubric: Psychological and Educational Aspects of Online Learning at Different Levels of Education. Challenges of Digital Didactics

Article type: scientific article

For citation: Poskakalova D.K. Relations Between the Zoom Fatigue Phenomenon and the Psychological Well-Being of Moscow University Students: Results of an Empirical Study. Digital Humanities and Technology in Education (DHTE 2021): Collection of Articles of the II All-Russian Scientific and Practical Conference with International Participation. November 11-12, 2021 / V.V. Rubtsov, M.G. Sorokova, N.P. Radchikova (Eds). Moscow: Publishing house MSUPE, 2021., pp. 712–724.


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Information About the Authors

Daria K. Poskakalova, Student, Lomonosov Moscow State University, Moscow, Russia, ORCID:, e-mail:



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