Digital Transformation for Business Sustainability by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9789819970582
Publisher: Springer Nature Singapore

8.2 Literature Review

Scholars’ curiosity on the negative effects of technology has grown over the last years. There is a wealth of material regarding professionals who experience technostress, or stress brought on by technology, in the literature. Although digital devices are more common in academic settings, there are few studies that address the frequency of technostress and its impacts among students. As a result of higher education’s growing use of technology, students are now forced to use computers to complete all of their academic work, including exams. To utilize programs that employ technology to promote learning, such as learning management systems, MOOCs, and digital exam devices, students must develop ICT skills. The study examines the impact of technological stress on pupils’ academic performance. The findings indicate that students had only mild levels of technological stress, and with just minor modifications, the technostress instrument may be used in a learning setting. Also, it was demonstrated that technological stress reduced students’ academic performance (Upadhyaya and Vrinda 2020).

In this study, technostress among college students using technology-enhanced learning (TEL) was examined from a multidimensional person-environment mismatch viewpoint. Person-organization (P-O) mismatch, person-TEL (P-TEL), and person-people (P-O) misfit were the three aspects of technostress that were explored, in that order. A study model was created in order to analyze the relationships between the three dimensions of technostress and how they affected student burnout, persistence in TEL, and perceived performance. The findings show that P-O misfit has a strong predictive power for technostress on the P-TEL and P-P misfit dimensions. Technostress P-TEL mismatch was expected, as was Technostress P-P misfit. Their perceived burnout, which was closely associated with the three elements of technostress, had a substantial negative influence on the students’ reported performance in TEL. Moreover, P-O technostress mismatch had the most substantial effect on students’ burnout. Also, group comparisons based on gender and grade level reveal that females and students in lower grades were more susceptible than others to burnout associated with P-P mismatch of technostress. Also, research seemed that female students’ performance was more negatively impacted by burnout than that of male students. The results of this study have important implications for pinpointing the elements affecting TEL students’ academic development and welfare as well as for developing effective treatments for technostress (Wang et al. 2020a).

Technostress could be seen as a significant factor that could affect student performance and satisfaction. Very little research has been done on the simultaneous effects of the four components of technology stress—technological overload, technological complexity, technological insecurity, and technological uncertainty—on student satisfaction and performance expectations. Performance expectation may be used as an endogenous construct in this study because it was done during the open and distant learning (ODL) implementation and before the final exam. So, the aim of this study is to investigate the link between the four technostress features and student satisfaction. Also, this study attempts to look into the connections between undergraduate students’ performance expectations and general student happiness. In this study, the measurement model was evaluated and the hypotheses were tested using SEM.

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