The proliferation of digital learning tools in higher education offers flexibility but presents
the significant challenge of information overload. This research investigates digital learning tools -induced information overload from an Information Science perspective, examining its multifaceted nature. Despite extensive research, studies often treat information
overload as a singular, static construct. This research introduces a novel conceptual
framework that reconceptualises information overload as a multidimensional construct
within digital learning environments, integrating stress theory and person–environment
fit to empirically link overload dimensions to digital fatigue and academic performance.
The research first developed the conceptual framework for information overload, then
utilised a quantitative online survey with 200 UK undergraduate students (analysed using structural equation modelling) to test it, and finally involved a qualitative systematic
review of 38 articles (analysed using thematic analysis) to identify strategies to deal with
information overload.
Key finding from quantitative analysis confirmed specific information overload dimensions (content, social, system features) significantly predict digital fatigue, with content
overload being the strongest predictor; communication overload was non-significant. Key
digital learning tools characteristics (e.g., volume, irrelevance, excessive interactions, interruptions, complexity) were identified as significant triggers. Digital fatigue negatively
impacted perceived academic performance. Unexpectedly, higher technology self-efficacy
amplified the positive effect of content overload on digital learning tools. The systematic review identified four strategy categories: personal strategies, organisational and
technological, educational and training, and communication and information sharing. This research contributes to the field of information science by advancing the understanding of information overload as a complex phenomenon by: firstly, conceptualising
and empirically testing information overload as a multifaceted construct within on digital learning tools; secondly, advancing theoretical understanding via stress theory integration to empirically demonstrate the pathway from on digital learning tools triggers
through overload dimensions to student fatigue and performance; and finally, providing
a systematic identification and synthesis of diverse strategies for managing information
overload derived from the systematic review. This research provides valuable practical insights for a wide range of stakeholders in higher education, including policymakers,
educators, educational technologists, and information literacy specialists, by directly addressing the phenomenon of information overload and its impact on student well-being
and academic success within increasingly complex digital learning environments.
| Date of Award | 27 Nov 2025 |
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| Original language | English |
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| Awarding Institution | - University Of Strathclyde
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| Sponsors | University of Strathclyde |
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| Supervisor | Yashar Moshfeghi (Supervisor), Diane Rasmussen Pennington (Supervisor), George Weir (Supervisor), Kendra Briken (Supervisor) & Ian Ruthven (Supervisor) |
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