Digital Fatigue and Cognitive Load in E‐Learning: Evidence From Nursing Students in Jordan
Shaban Sinnokrot, Randa Khirfan, Ahmad I. Miqdadi, Yousef Abu‐Wardeh, Ala'a Ayman Al‐yyan, Qusai Abdulrahman AbuQamar, Nawras Fashafsheh · 2026
Read Digital Fatigue and Cognitive Load in E‐Learning: Evidence From Nursing Students in Jordan by Shaban Sinnokrot, Randa Khirfan, Ahmad I. Miqdadi, Yousef Abu‐Wardeh, Ala'a Ayman Al‐yyan, Qusai Abdulrahman AbuQamar, Nawras Fashafsheh (2026) in the Tower of Babel, a free online library of public-domain works preserved in clean, searchable text. No sign-up. The full text is served as a plain-text file at a predictable URL, where text is present: https://antarctic-labs.com/tower-of-babel/pmc-13537813.txt.
Description
Shaban Sinnokrot and co-authors measure how worn out nursing students in Jordan feel by online learning, and how that weariness links to mental workload, in a 2026 paper. The team sent an online questionnaire to undergraduate nursing students at public and private universities in the spring of 2025. Standard scales gauged digital fatigue, the exhaustion of constant screen work, and the several kinds of cognitive load that study imposes.
Five hundred thirty-seven students replied, reporting fairly high fatigue and load. One kind of load, the kind imposed by poor teaching design rather than by the subject itself, showed the strongest crowding at the top of the scale. Digital fatigue tracked that load even after accounting for age, grades, and other factors. Study year, university type, and daily hours on devices also mattered. The authors point at course design as the lever teachers control most directly.
Catalog record
| CREATOR | Shaban Sinnokrot, Randa Khirfan, Ahmad I. Miqdadi, Yousef Abu‐Wardeh, Ala'a Ayman Al‐yyan, Qusai Abdulrahman AbuQamar, Nawras Fashafsheh |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 37 KB |
| VERSION | 1.0 |
| LICENSE | CC BY 4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |