An integrated bibliometric analysis and systematic review modelling students’ technostress in higher education

科技压力 高等教育 计算机科学 知识管理 心理学 工程类 数学教育 政治学 精神科 法学
作者
Lin Yu-peng,Zhonggen Yu
出处
期刊:Behaviour & Information Technology [Taylor & Francis]
卷期号:: 1-25 被引量:13
标识
DOI:10.1080/0144929x.2024.2332458
摘要

Technology integration in higher education has been widely recognised for its multifarious benefits. Nevertheless, arising from various factors, the prevalence of technostress poses a substantial impediment to learning effectiveness. In response, this study employs visualisation analysis and systematic review techniques to formulate a comprehensive model that encompasses variables related to technostress. Based on a systematic selection from 1,861 publications, 83 publications were included to model predictors and outcomes of higher-education students' technostress. Our findings reveal that the COVID-19 pandemic has spurred growing academic interest in technostress, owing to concerns about the stressful and anxious nature of remote learning. Existing research on this topic predominantly relies on technology acceptance models and theories, with ongoing expansions incorporating variables from multiple research domains. In particular, external factors assume pivotal roles as predictors of technostress, along with subdimensions related to technostress. The impact of technostress can be observed in various aspects, such as learning experiences and performance outcomes. The findings of this study provide valuable insights for future research endeavours, facilitating further exploration and informing technology-enhanced teaching practice.
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