Thesis
Exploring the influence of information overload in the context of digital learning tools
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2025
- Thesis identifier
- T17547
- Person Identifier (Local)
- 202181495
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- 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.
- Advisor / supervisor
- Moshfeghi, Yashar
- Ruthven, Ian, 1968-
- Resource Type
- DOI
- Funder
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PDF of thesis T17547 | 2025-12-11 | Public | Download |