Learner-Related Sources of Mental Fatigue in Online Education: A Scoping Review

Fatemeh Marzban; Fethi A. Inan; Deniz Unal

doi:10.18357/otessaj.2025.5.2.112

Authors

Fatemeh Marzban Texas Tech University https://orcid.org/0000-0001-5411-9021
Fethi A. Inan Texas Tech University https://orcid.org/0000-0002-1340-7980
Deniz Unal Texas Tech University https://orcid.org/0009-0002-5103-0552

DOI:

https://doi.org/10.18357/otessaj.2025.5.2.112

Keywords:

mental fatigue, learner-related factors, online learning, higher education, literature review

Abstract

Mental fatigue has emerged as a significant concern in online higher education, yet research has primarily focused on technological factors rather than learner-related characteristics that may predispose students to fatigue. This scoping review systematically examined learner-related sources of mental fatigue in online higher education to identify key factors and inform intervention strategies. Following PRISMA guidelines, a comprehensive search was conducted using Web of Science, and studies were screened using predefined criteria focusing on empirical research examining fatigue causes in online higher education students. Seventeen empirical studies met the inclusion criteria. Through thematic analysis, four distinct categories emerged: (1) health and wellness factors, (2) individual characteristics, (3) academic skills and behaviors, and (4) personal circumstances. Gender, mental health status, self-regulation skills, and social support were most consistently identified factors across studies. Mental fatigue stems from complex interactions among personal characteristics, contextual circumstances, and psychological processes, supporting an ecological perspective. Findings suggest need for multi-dimensional intervention strategies addressing individual vulnerabilities, strengthening executive functioning abilities, and enhancing social support systems to mitigate fatigue in digital learning environments.

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