Exploring college students’ technostress phenomenon in using ed-tech
DOI:
https://doi.org/10.30862/jri.v3i2.280Keywords:
Academic environment, ed-tech, higher education, technostressAbstract
The intense use of technology might lead students to technostress. The present study intends to figure out the technostress experienced by university students on educational technology (ed-tech) used in their academic environment and the factors underlying the stress. A qualitative approach with a case study method was used to investigate those issues. An open-ended questionnaire was administered to gather the data. 46 students in the 5th semester majoring in the management study program of one private college in Garut, West Java, participated in this study. The findings revealed that from the facets of technostress, most of the students do not experience intense technostress due to habitual use of ed-tech, campus reasonable policy or demand, simplicity of university-proposed technology, lecturers' instructions, and peer abetment. However, the rest of the participants feel the force of using ed-tech, which is attributable to the shortage of campus facilities, the absence of comprehensive ed-tech guidance, lecturers' tendency for traditional instruction, the students’ insufficient technological competence, the matter of self-confidence and motivation, and health concerns. Potential implications for higher education institutions as the policymakers are discussed.
References
Abilleira, M. P., Rodicio-García, M. L., Ríos-de-Deus, M. P., & Mosquera-González, M. J. (2020). Technostress in Spanish university students: Validation of a measurement scale. Frontiers in Psychology, 11(582317), 1–9. https://doi.org/10.3389/fpsyg.2020.582317
Ahmad, T., & Sheikh, A. (2022). Impact of information and communication technologies (ICT) on student’s learning: A case from university of the Punjab, Pakistan. Digital Library Perspectives, 38(2), 205–221. https://doi.org/10.1108/DLP-03-2021-0027
Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13(920317), 1–9. https://doi.org/10.3389/fpsyg.2022.920317
American University’s School of Education. (2020). How important is technology in education? Benefits, challenges, and impact on students. June 25, 2020. https://soeonline.american.edu/blog/technology-in-education/
Anthony, W., Levine-Brown, P., Fynn, N., Gadzekpo, P., & Spinks, M. (2020). Technology considerations and opportunities in higher education. Journal of College Academic Support Programs, 3(1), 31–43. https://doi.org/10.36896/3.1sppfa1
Asad, M. M., Erum, D., Churi, P., & Moreno Guerrero, A. J. (2023). Effect of technostress on Psychological well-being of post-graduate students: A perspective and correlational study of Higher Education Management. International Journal of Information Management Data Insights, 3(1), 100149. https://doi.org/10.1016/j.jjimei.2022.100149
Aziz, N. N. A., Kader, M. A. R. A., & Halim, R. A. (2021). The impact of technostress on student satisfaction and performance expectancy. Asian Journal of University Education, 17(4), 538–552. https://doi.org/10.24191/ajue.v17i4.16466
Babalola, E. O., & Omolafe, E. V. (2022). Effect of developed mobile application on undergraduates academic performance in computer science. ASEAN Journal of Science and Engineering Education, 2(3), 215–222. https://doi.org/10.17509/ajsee.v2i3.44833
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/j.npls.2016.01.001
Biggins, D., & Holley, D. (2022). Student wellbeing and technostress: Critical learning design factors. Journal of Learning Development in Higher Education, Special Ed(25 SE-Conference Proceedings). https://doi.org/10.47408/jldhe.vi25.985
Cataldo, A., Bravo-Adasme, N., Araya, P., & Ormeño, V. (2023). Why university students are technostressed with remote classes: Study-Family conflict, satisfaction with university life, and academic performance. Telematics and Informatics, 80, 101982. https://doi.org/10.1016/j.tele.2023.101982
Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst COVID-19. Asian Journal of University Education (AJUE), 16(2), 46–58. https://doi.org/10.24191/ajue.v16i2.10294
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8
Douwes, R., Metselaar, J., Pijnenborg, G. H. M., & Boonstra, N. (2023). Well-being of students in higher education: The importance of a student perspective. Cogent Education, 10(1), 2190697. https://doi.org/10.1080/2331186X.2023.2190697
Erdogan, A., Öztürk, M., Erdogan, P., Zor, R. K., Çinaroglu, S., Öztorun, K., & Kayabas, Ü. (2022). Technostress in medical students during pandemic-prompted distance education: Adaptation of technostress scale based on person-environment misfit theory. Turkish Online Journal of Educational Technology - TOJET, 21(3), 63–74. https://doi.org/10.6084/m9.figshare.16635118.v1
Gabbiadini, A., Paganin, G., & Simbula, S. (2023). Teaching after the pandemic: The role of technostress and organizational support on intentions to adopt remote teaching technologies. Acta Psychologica, 236, 103936. https://doi.org/10.1016/j.actpsy.2023.103936
Garg, N., Verma, S., & Palframan, J. T. (2023). Positive reframing as a mediator between gratitude and technostress amongst Indian students during the COVID-19 pandemic. Kybernetes, 52(8), 2810–2825. https://doi.org/10.1108/K-12-2021-1250
Gopika, J. S., & Rekha, R. V. (2023). Awareness and use of digital learning before and during COVID-19. International Journal of Educational Reform, 10567879231173388. https://doi.org/10.1177/10567879231173389
Guerra, J. F., Manríquez, M. R., & Sierra, C. A. M. (2022). Technostress in university students as an effect of the Coronavirus pandemic. In M. L. S. Limón & M. L. S. García (Eds.), Research in administrative sciences under COVID-19 (pp. 117–133). Emerald Publishing Limited. https://doi.org/10.1108/978-1-80262-297-320221008
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/https://doi.org/10.1016/j.susoc.2022.05.004
Hauk, N., Göritz, A. S., & Krumm, S. (2019). The mediating role of coping behavior on the age-technostress relationship: A longitudinal multilevel mediation model. PLOS ONE, 14(3), e0213349. https://doi.org/10.1371/journal.pone.0213349
Kader, M. A. R. A., Abd Aziz, N. N., Zaki, S. M., Ishak, M., & Hazudin, S. F. (2022). The effect of technostress on online learning behaviour among undergraduates. Malaysian Journal of Learning & Instruction, 19(1), 183–211. https://doi.org/10.32890/mjli2022.19.1.7
Khlaif, Z. N., Sanmugam, M., & Ayyoub, A. (2023). Impact of technostress on continuance intentions to use mobile technology. The Asia-Pacific Education Researcher, 32(2), 151–162. https://doi.org/10.1007/s40299-021-00638-x
Khlaif, Z. N., Sanmugam, M., Hattab, M. K., Bensalem, E., Ayyoub, A., Sharma, R. C., Joma, A., Itmazi, J., Najmi, A. H., Mitwally, M. A. A., Jawad, A. A., Ramadan, M., & Bsharat, T. R. K. (2023). Mobile technology features and technostress in mandatory online teaching during the COVID-19 crisis. Heliyon, 9(8), e19069. https://doi.org/https://doi.org/10.1016/j.heliyon.2023.e19069
Khlaif, Z. N., Sanmugam, M., Joma, A. I., Odeh, A., & Barham, K. (2023). Factors influencing teacher’s technostress experienced in using emerging technology: A qualitative study. Technology, Knowledge and Learning, 28(2), 865–899. https://doi.org/10.1007/s10758-022-09607-9
Lanzl, J. (2023). Social support as technostress inhibitor: Even more important during the COVID-19 pandemic? Business and Information Systems Engineering, 65(3), 329–343. https://doi.org/10.1007/s12599-023-00799-7
Liu, S., Zaigham, G. H. K., Rashid, R. M., & Bilal, A. (2022). Social media-based collaborative learning effects on student performance/learner performance with moderating role of academic self-efficacy. Frontiers in Psychology, 13(903919), 1–12. https://doi.org/10.3389/fpsyg.2022.903919
Lubis, N. H., & Fithriani, R. (2023). Investigating vocational high school teachers’ challenges in integrating Computer Assisted Instruction (CAI) into EFL classes. Jurnal Paedagogy: Jurnal Penelitian Dan Pengembangan Pendidikan, 10(3), 809–819. https://doi.org/10.33394/jp.v10i3.7731
Marks, B., & Thomas, J. (2022). Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory. Education and Information Technologies, 27(1), 1287–1305. https://doi.org/10.1007/s10639-021-10653-6
McDiarmid, G. W., & Zhao, Y. (2022). Time to rethink: Educating for a technology-transformed world. ECNU Review of Education, 6(2), 189–214. https://doi.org/10.1177/20965311221076493
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey Bass.
Mirowska, A., & Bakici, T. (2023). Working in a bubble: Techno-isolation as an emerging techno-stressor in teleworkers. Information Technology & People, ahead-of-p(ahead-of-print). https://doi.org/10.1108/ITP-09-2022-0657
Mushtaque, I., Awais-E-Yazdan, M., & Waqas, H. (2022). Technostress and medical students’ intention to use online learning during the COVID-19 pandemic in Pakistan: The moderating effect of computer self-efficacy. Cogent Education, 9(1), 2102118. https://doi.org/10.1080/2331186X.2022.2102118
Rizk, J., & Hillier, C. (2022). Digital technology and increasing engagement among students with disabilities: Interaction rituals and digital capital. Computers and Education Open, 3, 100099. https://doi.org/10.1016/j.caeo.2022.100099
Saleh, N. F., & Jalambo, M. O. (2022). Female students’ perception of m-learning in the higher education institutions of Palestine during the COVID-19 pandemic. Cogent Education, 9(1), 2147775. https://doi.org/10.1080/2331186X.2022.2147775
Schmidt, M., Frank, L., & Gimpel, H. (2021). How adolescents cope with technostress: A mixed-methods approach. International Journal of Electronic Commerce, 25(2), 154–180. https://doi.org/10.1080/10864415.2021.1887696
Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1), 3. https://doi.org/10.1186/s40561-019-0098-x
Smith, D., Leonis, T., & Anandavalli, S. (2021). Belonging and loneliness in cyberspace: Impacts of social media on adolescents’ well-being. Australian Journal of Psychology, 73(1), 12–23. https://doi.org/10.1080/00049530.2021.1898914
Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443–466). Sage Publications Ltd.
Upadhyaya, P., & Vrinda. (2021). Impact of technostress on academic productivity of university students. Education and Information Technologies, 26(2), 1647–1664. https://doi.org/10.1007/s10639-020-10319-9
Vallone, F., Galvin, J., Cattaneo Della Volta, M. F., Akhtar, A., Chua, S., Ghio, E., Giovazolias, T., Kazakou, Z., Kritikou, M., Koutra, K., Kovacevic, S., Lee-Treweek, G., Mašková, I., Mavritsaki, E., Nastic, J., Plassova, M., Stuchlíková, I., & Zurlo, M. C. (2023). Technostress and academic motivation: direct and indirect effects on university students’ psychological health. Frontiers in Psychology, 14(1211134), 1–16. https://doi.org/10.3389/fpsyg.2023.1211134
Wang, Q., Zhao, G., & Cheng, Z. (2022). Examining the moderating role of technostress and compatibility in EFL Learners’ mobile learning adoption: A perspective from the theory of planned behaviour. Frontiers in Psychology, 13(919971), 1–11. https://doi.org/10.3389/fpsyg.2022.919971
Wang, X., Li, Z., Ouyang, Z., & Xu, Y. (2021). The achilles heel of technology: How does technostress affect university students’ wellbeing and technology-enhanced learning. International Journal of Environmental Research and Public Health, 18(23). https://doi.org/10.3390/ijerph182312322
Weinstein, E. C., Selman, R. L., Thomas, S., Kim, J.-E., White, A. E., & Dinakar, K. (2015). How to cope with digital stress: The recommendations adolescents offer their peers online. Journal of Adolescent Research, 31(4), 415–441. https://doi.org/10.1177/0743558415587326
Willermark, S., Högberg, K., & Nilsson, P. (2023). Exploring technostress in disruptive teaching practices. International Journal of Workplace Health Management, 16(4), 328–343. https://doi.org/10.1108/IJWHM-10-2022-0161
Yao, N., & Wang, Q. (2023). Technostress from smartphone use and its impact on university students’ sleep quality and academic performance. In The Asia-Pacific Education Researcher (Vol. 32, Issue 3, pp. 317–326). https://doi.org/10.1007/s40299-022-00654-5
Yu, Z., Yu, L., Xu, Q., Xu, W., & Wu, P. (2022). Effects of mobile learning technologies and social media tools on student engagement and learning outcomes of English learning. Technology, Pedagogy and Education, 31(3), 381–398. https://doi.org/10.1080/1475939X.2022.2045215
Zhao, Y., Pinto Llorente, A. M., & Sánchez Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212. https://doi.org/10.1016/j.compedu.2021.104212
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Sri Yunita, Susilawati Susilawati, Rina Riniawati, Yustika Nur Fajriah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.