Abstract
Introduction The COVID-19 pandemic necessitated a rapid transition to remote learning, which introduced the significant issue of digital fatigue among students. This article aims to explore how digital fatigue affected students' mental health and engagement throughout the pandemic.
Material and Methods The research involved a comprehensive review of academic papers published between 2020 and 2025, sourced from PubMed and Google Scholar.
Aim Remote learning significantly increased students' screen time, leading to digital fatigue, characterized by exhaustion, decreased motivation, and concentration difficulties. Contributing factors included excessive screen exposure, technology overload, and limited social interaction. The consequences observed were detriment to mental health and a decline in academic engagement.
Summary Studies consistently report high levels of digital fatigue among students, primarily driven by prolonged screen time and technology overload. This fatigue is linked to reduced engagement, lower motivation, and heightened stress and anxiety. To counter these negative effects, strategies promoting breaks and balance in online learning are recommended. Further research is essential to understand the long-term impacts and the efficacy of various interventions. This article also emphasizes the importance of personalized approaches to online education, acknowledging individual differences in managing digital fatigue. It underscores the vital role of educators and institutions in fostering supportive environments that enhance student resilience and overall well-being. The findings highlight the need for integrated strategies—combining technological, psychological, and social interventions—to effectively address the challenges of digital fatigue.