COVID-19 Pandemi Sürecinde Ortaya Çıkan Yeni Bir Kavram: Zoom Yorgunluğu

Yıl 2022, , 47 - 71, 18.09.2022

Tuğba Turgut , Sinan Okur

https://doi.org/10.12658/M0661

Öz

COVID-19 nedeniyle tüm dünyada ilan edilen ve yaklaşık iki yıldır devam eden pandemi süreci, bireylerin hayatını derinden etkileyerek birçok yaşam alanında değişiklikler yaşanmasına sebep olmaktadır. Özellikle eğitim alanında yüz yüze eğitime ara verilerek uzaktan eğitime geçilmiş ve uzaktan eğitim süreci yaygınlaşarak pandeminin getirdiği hayatın yeni normali haline gelmiştir. Bu yeni normal içerisinde bireyler günlük hayatın büyük bir kısmını teknolojik aletlerin başında çevrim içi olarak geçirmeye başlamıştır. Her türlü aktiviteyi çevrim içi platformlar üzerinden gerçekleştiren bireylerin son zamanlarda sıklıkla Zoom uygulamasını kullandıkları ve Zoom’un bireylerin yaşamının önemli bir bileşeni olduğu belirlenmiştir. Bireylerin Zoom’da farklı sebepler ile günün büyük bir çoğunluğunu geçirmesi fiziksel, bilişsel ve psikolojik açıdan sorunların ortaya çıkmasına neden olmuştur. Aşırı, bilinçsiz ve kontrolsüz Zoom kullanımı sonucunda yaşanan tüm sorunlar alanyazında Zoom yorgunluğu olarak ifade edilmiştir. Bu çalışmada dijital çağın yeni problemi olarak görülen Zoom yorgunluğu kavramı, alanyazın çerçevesinde ele alınmaktadır. Özellikle Zoom yorgunluğu kavramının ortaya çıkışı, tanımlanması, temel sebepleri, biyolojik ve nöropsikolojik açıdan açıklanması ve bireyler üzerindeki etkileri ile bu etkilerin azaltılabilmesi için neler yapılması gerektiği detaylı olarak incelenmektedir. Güncel ve özgün bir konu olduğu düşünülen bu çalışmanın ulusal alanyazına önemli katkılar sağlayacağına inanılmaktadır.

Anahtar Kelimeler

COVID-19, pandemi süreci, uzaktan eğitim, Zoom, Zoom yorgunluğu

A New Concept Emerging During the COVID-19 Pandemic: Zoom Fatigue

Öz

The pandemic process, which has been announced all over the world due to COVID-19 and has been going on for about two year, has profoundly affected the lives of individuals, causing changes in many areas of life. Especially in the field of education, face-to-face education was suspended, and distance education was started, and the distance education process became widespread and became the new normal of life brought by the pandemic process. In this new normal, individuals have started to spend a large part of their daily life online in front of technological devices. It has been determined that individuals who carry out all kinds of activities through online platforms use the Zoom application most frequently and Zoom is an important component of the lives of individuals. The fact that individuals spend most of the day on Zoom for different reasons has led to the emergence of physical, cognitive and psychological problems. All the problems experienced as a result of excessive, unconscious and uncontrolled use of Zoom are expressed as Zoom fatigue in the literature. In this study, the concept of Zoom fatigue, which is seen as the new problem of the digital age, is discussed within the framework of the literature. In particular, the emergence of the concept of Zoom fatigue, the way it is defined, its basic causes, its biological and neuropsychological explanation, its effects on individuals and what should be done to reduce these effects are examined in detail. It is believed that this study, which is thought to be a current and original subject, will make significant contributions particularly to the national literature.

Anahtar Kelimeler

COVID-19, pandemic, distance learning, Zoom, Zoom fatigue.

Kaynakça

• Ayan, B. E. & Kaya, S. (2016). Okul öncesinde müzik ve hareketin öğrenme üzerindeki etkisi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 463-480. https://doi.org/10.17556/jef.04848
• Bailenson, J. N. (2021). Nonverbal overload: A theoretical argument for the causes of Zoom fatigue. Technology, Mind, and Behavior, 2(1), 1-6. https://doi.org/10.1037/tmb0000030
• Bateman, T. S. & Organ, D. W. (1983). Job satisfaction and the good soldier: The relationship between affect and employee citizenship. Academy of Management Journal, 26(4), 587‐595. https://doi. org/10.2307/255908
• Bayrak, T. & Vatansever, Ö. (2021). İletişim araştırmaları ve film çözümlemeleri II: Dijital çağda medya. N. Pembecioğlu, N. Sezer, U. Gündüz & N. Akgün Çomak (Ed.). Çevrimiçi eğitimle birlikte dijital okuryazarlığın dönüşümü içinde (ss. 145-165). Eğitim Yayınevi.
• Bennett, A. A., Campion, E. D., Keeler, K. R. & Keener, S. K. (2021). Videoconference fatigue exploring changes in fatigue after videoconference meetings during COVID-19. Management Faculty Publications, 38, 1-48. https://doi.org/10.1037/apl0000906
• Bick, A., Blandin, A. & Mertens, K. (2020). Work from home after the COVID-19 outbreak. Research Department Working Papers, 1-22. https://doi.org/10.24149/wp2017r2
• Bozkurt, A. & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1-6. https://doi.org/10.5281/zenodo.3778083
• Brennan, J. (2021). Engaging learners through Zoom: Strategies for virtual teaching across disciplines. Jossey-Bass A Wiley Brand.
• Burgoon, J. K., Guerrero, L. K. & Floyd, K. (2016). Nonverbal communication. Routledge.
• Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53.
• Chawla, A. (2020). Coronavirus (COVID-19) ‘Zoom’ application boon or bane. SRRN Electronic Journal, 1-10. http://dx.doi.org/10.2139/ssrn.3606716
• Cheng, C. M., Govorun, O. & Chartrand, T. L. (2012). Effect of self-awareness on negative affect among individuals with discrepant low self-esteem. Self and Identity, 11(3), 304-316. https://doi.org/10.1080/1m5298868.2011.567022
• Crary, J. (2013). 24/7: Late capitalism and the ends of sleep. Verso Books.
• Croes, E. A. J., Antheunis, M. L., Schouten, A. P. & Krahmer, E. J. (2019). Social attraction in video-mediated communication: The role of nonverbal affiliative behavior. Journal of Social and Personal Relationships, 36(4), 1210-1232. https://doi.org/10.1177/0265407518757382
• Dallon, R. D. (2020, 30 Temmuz). Zoom fatigue by the numbers: A new poll looks at video conferencing engagement. https://www.techrepublic.com/article/zoom-fatigue-by-the-numbers-a-new-poll-looks at-video-conferencing-engagement/ adresinden 05.07.2021 tarihinde erişilmiştir.
• Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96. https://doi.org/10.1007/ s11125-020-09464-3
• Degges-White, S. (2020, 15 Nisan) Zoom fatigue: Don’t let video meetings zap your energy. Some ‘cheats’ to help you beat Zoom fatigue before it beats you. https://www.psychologytoday.com/us/blog/lifetime-connections/202004/ zoom-fatiguedont-let-video-meetings-zap-your-energy adresinden 03.07.2021 tarihinde erişilmiştir.
• Duncan Jr, S. (1969). Nonverbal communication. Psychological Bulletin, 72(2), 118-137. https://doi. org/10.1037/h0027795
• Durak, G., Çankaya, S. & İzmirli, S. (2020). COVID-19 pandemi döneminde Türkiye’deki üniversitelerin uzaktan eğitim sistemlerinin incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi
• Dergisi, 14(1), 787-809. https://doi.org/10.17522/balikesirnef.743080
• Duval, S. & Wicklund, R. A. (1972). A theory of objective self awareness. Academic Press.
• Epstein, H. A. B. (2020). Virtual meeting fatigue. Journal of Hospital Librarianship, 20(4), 356-360. https:// doi.org/10.1080/15323269.2020.1819758
• Erten, P. & Özdemir, O. (2020). The digital burnout scale development study. İnönü University Journal of the
• Faculty of Education, 21(2), 668-683. https://doi.org/10.17679/inuefd.597890
• Evans, G. W. & Howard, R. B. (1973). Personal space. Psychological Bulletin, 80(4), 334-344. https://doi. org/10.1037/h0034946
• Fauville, G., Luo, M., Muller-Queiroz, A. C., Bailenson, J. N. & Hancock, J. (2021). Nonverbal mechanisms predict zoom fatigue and explain why women experience higher levels than men. SSRN, 1-18.
• Giannini, S. & Lewis, G. S. (2020, 25 Mart). Three ways to plan for equity during the coronavirus school closures. https://gemreportunesco.wordpress.com/2020/03/25/three-ways-to-plan-for-equity-during the-coronavirus-school-closures/web adresinden 29.06.2021 tarihinde erişilmiştir.
• Goertz, K. K. (2017). Walking as pedagogy. M. Hall, Y. Ram & N. Shoval (Ed.). The routledge international handbook of walking içinde (ss. 55-64). Routledge.
• Goldschmidt, K. (2020). The COVID-19 pandemic: Technology use to support the wellbeing of children. Journal of Pediatric Nursing, 53, 88-90.
• Gray, L. M., Wong-Wylie, G., Rempel, G. R. & Cook, K. (2020). Expanding qualitative research interviewing strategies: Zoom video communications. The Qualitative Report, 25(5), 1292-1301. https://doi.org/ 10.46743/2160-3715/2020.4212
• Haider, A. & Rasay, S. J. (2020). Zoom’s massive growth amid COVID-19 set to continue after pandemic. https://www. spglobal.com/marketintelligence/en/news-insights/latest-news-headlines/zoom-s massive-growth-amid-covid-19-set-to-continue-after-pandemic-analysts-say-58907516 adresinden 01.07.2021 tarihinde erişilmiştir.
• Hall, E. T. (1966). The hidden dimension. Doubleday.
• Hall, E. T. (2009). Silent assumptions in social communication. R. Gulman (Ed.). People and buildings içinde (ss. 135-151). Routledge.
• Henley, K. (2020). This is your brain on Zoom. https://medium.com/age-of-awareness adresinden 02.07.2021 tarihinde erişilmiştir. Ingram, R. E., Cruet, D., Johnson, B. R. & Wisnicki, K. S. (1988). Self- focused attention, gender, gender role, and vulnerability to negative affect. Journal of Personality and Social Psychology, 55(6), 967-978. https:// doi.org/10.1037/0022-3514.55.6.967
• Kidder, D. L. (2005). Is it ‘who I am’, ‘what I can get away with’, or ‘what you’ve done to me’? A multi-theory examination of employee misconduct. Journal of Business Ethics, 57(4), 389-398. https://doi. org/10.1007/s10551-004-6713-x
• Koçoğlu, E., Ulu-Kalın, Ö., Tekdal, D. & Yiğen, V. (2020). Covid-19 pandemi sürecinde Türkiye’deki eğitime bakış. International Social Sciences Studies Journal, 6(65), 2956-2966. https://doi.org/10.26449/sssj.2448
• Kristóf, Z. (2020). International trends of remote teaching ordered in light of the Coronavirus (COVID-19) and its most popular video conferencing applications that implement communication. Central European Journal of Educational Research, 2(2), 84-92. https://doi.org/10.37441/CEJER/2020/2/2/7917
• Lee, J. (2020). A neuropsychological exploration of Zoom fatigue. Psychiatric Times, 37(11), 38-39.
• Little, K. B. (1965). Personal space. Journal of Experimental Social Psychology, 1(3), 237-247. https://doi. org/10.1016/0022-1031(65)90028-4
• Lowenthal, P. R., Borup, J., West, R. E. & Archambault, L. (2020). Thinking beyond zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28, 383-391.
• Macey, J. (2007). Getting the word out about fraud: A theoretical analysis of whistleblowing and insider trading. Michigan Law Review, 12(3), 1899-1940.
• Madore, K. P., Khazenzon, A. M., Backes, C. W., Jiang, J., Uncapher, M. R., Norcia, A. M. & Wagner, A. D. (2020). Memory failure predicted by attention lapsing and media multitasking. Nature, 587, 87-91. https://doi.org/10.1038 /s41586-020-2870-z
• Mahr, A., Cichon, M., Mateo, S., Grajeda, C. & Baggili, I. (2021). Zooming into the pandemic! A forensic analysis of the Zoom application. Forensic Science International: Digital Investigation, 36, 1-12. https:// doi.org/10.1016/j.fsidi.2021.301107
• Matulin, M., Mrvelj, Š., Abramović, B., Šoštarić, T. & Čejvan, M. (2021). User quality of experience comparison between Skype, Microsoft Teams and Zoom video conferencing tools. D. Perakovic & L. Knapcikova (Ed.). Future access enablers for ubiquitous and intelligent infrastructures. FABULOUS, 2021. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 299 307. https://doi.org/10.1007/978-3-030-78459-1_22
• Morris, B. (2020, 27 Mayıs). Why does zoom exhaust you? Science has an answer. https://www.wsj.com/articles/whydoes-zoom-exhaust-you-science-has-an-answer11590600269 adresinden 07.07.2021 tarihinde erişilmiştir.
• Mpungose, C. B. (2021). Lecturers’ reflections on the use of the Zoom video conferencing technology for online learning at a South African University. International Journal of African Higher Education, 8(1), 159- 178. https://doi.org/10.6017/ijahe.v8i1.13371
• Murphy, K. (2020, 29 Nisan). Why Zoom is terrible? https://hsc.unm.edu/school-of-medicine/education/assets/doc/wellness/murphy-why-zoom-is-terrible-nyt.pdf adresinden 01.07.2021 tarihinde erişilmiştir.
• Nadler, R. (2020). Understanding “Zoom fatigue”: Theorizing spatial dynamics as third skins in computer-mediated communication. Computers and Composition, 58, 1-17. https://doi.org/10.1016/j.compcom.2020.102613
• Nash, C. (2020). Report on digital literacy in academic meetings during the 2020 COVID-19 lockdown. Challenges, 11(2), 1-24. https://doi.org/10.3390/challe11020020
• Nguyen, N. (2020, 2 Nisan). Don’t get bombed: How to host Zoom meetings, Hangouts, Houseparty and more. https://www.wsj.com/articles/dont-get-bombed-how-to-host-zoom-meetings-hangoutshouseparty-and-more-11585819821 adresinden 09.07.2021 tarihinde erişilmiştir.
• Nussbaumer-Streit, B., Mayr, V., Dobrescu, A. I., Chapman, A., Persad, E., Klerings, I., … Gartlehner, G. (2020). Quarantine alone or in combination with other public health measures to control COVID-19: A rapid review. The Cochrane Database of Systematic Reviews, 4(4), 1-45. https://doi.org/10.1002/14651858. CD013574
• OECD. (2020). A framework to guide an education response to the COVID-19 pandemic of 2020. OECD Publishing.
• Oppezzo, M. & Schwartz, D. L. (2014). Give your ideas some legs: The positive effect of walking on creative thinking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(4), 1142-1152. https://doi.org/10.1037/a0036577
• Owusu-Fordjour, C., Koomson, C. K. & Hanson, D. (2020). The impact of COVID-19 on learning-The perspective of the Ghanaian student. European Journal of Education Studies, 7, 1-14. http://doi.org/10.5281/ zenodo.3753586
• Özer, M. & Suna, H. E. (2020). Covid-19 salgını ve eğitim. M. Şeker, A. Özer & C. Korkut (Ed.). Küresel toplumun anatomisi: İnsan ve toplumun geleceği içinde (ss. 171-192). Türkiye Bilimler Akademisi-TÜBA.
• Peper, E., Lin, I. M., Harvey, R. & Perez, J. (2017). How posture affects memory recall and mood. Biofeedback, 45(2), 36-41. https://doi.org/10.5298/1081-5937-45.2.01
• Peper, E., Wilson, V., Martin, M., Rosegard, E. & Harvey, R. (2021). Avoid Zoom fatigue, be present and learn. NeuroRegulation, 8(1), 47-56. https://doi.org/10.15540/nr.8.1.47
• Petriglieri, G. (2020). Musings on Zoom fatigue. Psychoanalytic Dialogues, 30(5), 641. https://doi.org/10.10 80/10481885.2020.1797413 Quill, M. (2017, 5 Kasım). The harmful effects of digital burnout on organisational effectiveness.http://www. tmsconsulting.com.au/harmful-effects-digital-burnout-organisational-effectiveness/ adresinden 30.06.2021 tarihinde erişilmiştir.
• Reimers, F. M. & Schleicher, A. (2020). 2020 COVID-19 pandemisine karşı eğitimde atılabilecek adımlara rehberlik edecek bir çerçeve. OECD 2020 Raporu. https://globaled.gse.harvard.edu/files/geii/files/framework_ guide_v4_tr.pdf adresinden 28.06.2021 tarihinde erişilmiştir.
• Riccobono, F. (2020, 30 Temmuz). Blind polls: Zoom fatigue. https://www.teamblind.com/blog/index. php/2020/07/30/blind-polls-zoom-fatigue/ adresinden 04.07.2021 tarihinde erişilmiştir.
• Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 2019(4), 4-9. http://doi.org/10.7759/ cureus.7541
• Sander, L. & Bauman, O. (2020, 5 Mayıs). 5 reasons why Zoom meetings are so exhausting. The Conversation. https://theconversation.com/5-reasons-why-zoom-meetings-are-so-exhausting-137404 adresinden 20.06.2020 tarihinde erişilmiştir.
• Sayar, K. & Yalaz, B. (2021, 2-3 Haziran). Sanal yorgunluk. 5. Uluslararası Teknoloji Bağımlılığı Kongresi’nde sunulan sözel bildiri, Online platform (Zoom).
• Sklar, J. (2020, 24 Nisan). “Zoom Fatigue” is taxing the brain. Here’s why that happens https://www.nationalgeographic.com/science/2020/04/coronavirus-zoom-fatigue-is-taxing-the-brain-here-is-why that-happens adresinden 06.07.2021 tarihinde erişilmiştir.
• Şıvgın, Z. M. (2020). Covid19- pandemisi sürecinde slaktivizmi yeniden düşünmek. Sanat ve Tasarım Dergisi, 26, 647-668.
• Takac, M., Collett, J., Blom, K. J., Conduit, R., Rehm, I. & Foe, A. D. (2019). Public speaking anxiety decreases within repeated virtual reality training sessions. PLOS ONE, 14(5), Article e0216288. https://doi. org/10.1371/journal.pone.0216288
• Tokgöz, N. (2011). Örgütsel sinisizm, örgütsel destek ve örgütsel adalet ilişkisi: Elektrik dağıtım işletmesi çalışanları örneği. Eskişehir Osmangazi Üniversitesi İİBF Dergisi, 6(2), 363‐387.
• UNESCO (2020, 24 Mart). COVID-19 educational disruption and response. https://en.unesco.org/covid19/educationresponse adresinden 28.06.2021 tarihinde erişilmiştir.
• Wicklund, R. A. (1975). Objective self-awareness. Advances in Experimental Social Psychology, 8, 233-275. https://doi.org/10.1016/S0065-2601(08)60252-X
• Wiederhold, B. K. (2020). Connecting through technology during the coronavirus disease 2019 pandemic: Avoiding “Zoom Fatigue”. Cyberpsychology, Behavior, and Social Networking, 23(7), 437-438. https://doi. org/10.1089/cyber.2020.29188.bkw
• Williams, M. E. (2020, 3 Nisan). My virtual social life is exhausting: Turns out Zoom cocktail hours can burn you out, too. https://www.salon.com/2020/04/03/my-virtual-social-life-is-exhausting-turns-out-zoom-cocktail-hours-can-burn-you-out-too adresinden 03.07.2021 tarihinde erişilmiştir.
• Worldometers. (2021, 3 Temmuz). Toplum ve medya. http://www.worldometers.info/tr/ adresinden 28.06.2021 tarihinde erişilmiştir.
• Vargo, D., Zhu, L., Benwell, B. & Yan, Z. (2021). Digital technology use during COVID‐19 pandemic: A rapid review. Human Behavior and Emerging Technologies, 3(1), 13-24.
• Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C. & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet Child & Adolescent Health, 4, 397-404. http://doi.org/10.1016/ S2352-4642(20)30095-X
• Yao, M. Z. & Zhong, Z. J. (2014). Loneliness, social contacts and internet addiction: A cross lagged panel study. Computers in Human Behavior, 30, 164-170. https://doi.org/10.1016/j.chb.2013.08.007
• Zhao, S., Lin, Q., Ran, J., Musa, S. S., Yang, G., Wang, W. & Wang, M. H. (2020). Preliminary estimation of the basic reproduction number of novel coronavirus (2019-nCoV) in China, from 2019 to 2020: A data-driven analysis in the early phase of the outbreak. International Journal of Infectious Diseases, 92, 214-217. https://doi.org/10.1016/j.ijid.2020.01.050