Paper Number
2328
Paper Type
Complete
Abstract
The rapid transition to technology-mediated learning during the pandemic has brought about significant benefits such as enhanced flexibility and accessibility for students. However, it has also led to an increase in technostress among students, resulting in psychological strains and deteriorating academic performance and overall experiences. As we continue to embrace technology in teaching, addressing the negative impacts of technostress on student learning experiences is paramount. Despite growing awareness, existing research has focused on examining coping strategies, which are not long-term effective strategies. In response, this experimental study investigates how a shift in stress mindset may moderate the impact of technostress on student learning experience. Through our experimental approach, we identified techno-complexity as the sole significant negative factor associated with student learning experiences. Additionally, stress-is-enhancing mindset was found to effectively moderate the relationship between techno-complexity and student learning experiences. This paper concludes with discussions on implications and directions for future research.
Recommended Citation
Tran, Andrew; Guo, Zixiu; LEONG, Carmen; and Ibello, Giuseppe Daniele, "Moderating Technostress for Enhanced Student Learning Experiences: A Stress-is-Enhancing Mindset Approach" (2024). ICIS 2024 Proceedings. 20.
https://aisel.aisnet.org/icis2024/learnandiscurricula/learnandiscurricula/20
Moderating Technostress for Enhanced Student Learning Experiences: A Stress-is-Enhancing Mindset Approach
The rapid transition to technology-mediated learning during the pandemic has brought about significant benefits such as enhanced flexibility and accessibility for students. However, it has also led to an increase in technostress among students, resulting in psychological strains and deteriorating academic performance and overall experiences. As we continue to embrace technology in teaching, addressing the negative impacts of technostress on student learning experiences is paramount. Despite growing awareness, existing research has focused on examining coping strategies, which are not long-term effective strategies. In response, this experimental study investigates how a shift in stress mindset may moderate the impact of technostress on student learning experience. Through our experimental approach, we identified techno-complexity as the sole significant negative factor associated with student learning experiences. Additionally, stress-is-enhancing mindset was found to effectively moderate the relationship between techno-complexity and student learning experiences. This paper concludes with discussions on implications and directions for future research.
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Comments
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