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<p>Research examining technology fatigue in higher education has emphasised the significance of improving students’ digital literacy and digital readiness. However, because technology fatigue is frequently attributed to prolonged exposure to technology-mediated environments, the extent to which system-specific technology overload interacts with these antecedents in shaping technology fatigue remains unclear. This gap necessitates further empirical inquiry. Drawing on Cognitive Load Theory and Job Demands-Resources Theory, and using a cross-sectional design involving 412 university students, this study explored whether system-specific technology overload mediates the relationships between digital literacy, digital readiness, and technology fatigue in an under-researched South African context. Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) with SmartPLS version 4. The findings indicate that higher levels of digital literacy significantly reduce technology fatigue among students. Similarly, digital readiness exerts a significant negative effect on technology fatigue. Furthermore, system-specific technology overload partially mediates the relationships between digital technology, digital readiness, and technology fatigue. The study presents new avenues for understanding how system-specific overload can be managed to mitigate technology fatigue within resource-constrained higher education contexts and offers practical insights for promoting meaningful student engagement.</p>

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Understanding Technology Fatigue in Higher Education: Digital Literacy, Readiness, and System-Specific Overload as Explanatory Variables

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月27日

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  • Patient Rambe,
  • Freda van der Walt,
  • Ntima Mabanza

摘要

Research examining technology fatigue in higher education has emphasised the significance of improving students’ digital literacy and digital readiness. However, because technology fatigue is frequently attributed to prolonged exposure to technology-mediated environments, the extent to which system-specific technology overload interacts with these antecedents in shaping technology fatigue remains unclear. This gap necessitates further empirical inquiry. Drawing on Cognitive Load Theory and Job Demands-Resources Theory, and using a cross-sectional design involving 412 university students, this study explored whether system-specific technology overload mediates the relationships between digital literacy, digital readiness, and technology fatigue in an under-researched South African context. Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) with SmartPLS version 4. The findings indicate that higher levels of digital literacy significantly reduce technology fatigue among students. Similarly, digital readiness exerts a significant negative effect on technology fatigue. Furthermore, system-specific technology overload partially mediates the relationships between digital technology, digital readiness, and technology fatigue. The study presents new avenues for understanding how system-specific overload can be managed to mitigate technology fatigue within resource-constrained higher education contexts and offers practical insights for promoting meaningful student engagement.