The students are expected to recognize the effects of technostress on their learning and quality of life in the context of online learning. They learn that being overwhelmed by constant digital presence, such as during online exams and tests, can not only impair their concentration and performance but also affect their mental health. At the same time, they realize that consciously structuring their digital activities, taking regular offline breaks, and using stress management strategies can help them better meet the demands of online learning. The goal is to create awareness of healthy digital practices and to promote the students’ self-management skills.
| Online Exam and Tests | |
| Title | |
| Creator | Qais Hourani |
| Main Idea / Description | The students are expected to recognize the effects of technostress on their learning and quality of life in the context of online learning. They learn that being overwhelmed by constant digital presence, such as during online exams and tests, can not only impair their concentration and performance but also affect their mental health. At the same time, they realize that consciously structuring their digital activities, taking regular offline breaks, and using stress management strategies can help them better meet the demands of online learning. The goal is to create awareness of healthy digital practices and to promote the students’ self-management skills. |
| Target Group (students’ age, learning level, background, disabilities) | Students120 minAge: 12-15 |
| Curriculum & Learning Subjects | All Subjects |
| Learning Objectives | Learning ObjectivesStudents can explain the connection between technostress and online exams and recognize how time pressure and technical challenges can impact their performance.Students develop strategies to cope with technostress during online exams, such as preparing for technical issues and planning breaks.Students learn to apply effective time management during online exams to reduce stress caused by strict requirements.Students can use technical platforms securely and stress-free by becoming familiar with their features and knowing available support options.Students reflect on their experiences with online exams and evaluate how they can minimize technostress in the future.Students develop personal stress management strategies, such as scheduling offline time after exams or intentionally disabling notifications during exam periods. |
| Teachers’ Wellness Competences | Emotional e-competenciesSocial e-competence E-self-managemen |
| Learning Scenario Framework | |
| Pedagogical Method | Aus der Tabelle 2:PI1. Emphasising strengthsPI4. Relationships support |
| Software & Materials | Context of Distance Learning:How will the scenario be presented to learners? On which platform will it be offered? The scenario will be provided through a learning platform, such as Moodle or Google Classroom. For group work and discussions, communication tools like Microsoft Teams or Zoom will be used. What tools and resources will be required?Technical equipment: Computers, laptops, or tablets with reliable internet access. Worksheets or digital documents serving as guides for the activities. Additional tools: Digital whiteboards (e.g., Jamboard, Miro): For collaborative brainstorming. Time-tracking apps: For planning and reflecting on work and break times. How will learners interact with the scenario? Students will work in teams on tasks that require developing strategies for coping with stress during online exams. Where will the learning take place for the learners?At their own desks, with the possibility of consciously incorporating offline breaks.In a quiet, structured environment designed to minimize distractions. Who are the involved actors? (Moderators)IT supportTeachers How will technostress be mitigated in this distance learning environment? (Technology configuration, technology usage, and network connections)Recognizing signs: Students will learn to identify symptoms like fatigue, inner restlessness, or feeling overwhelmed. Stress management strategies: Incorporating offline breaks. Prioritizing tasks. Technological settings: Disabling unnecessary notifications and focusing on essential tasks.Teachers can support students by emphasizing the importance of regular breaks and a structured daily routine. |
| Evaluation Tools | Evaluation How will you assess the learners’ progress?Discussion round: Contributions and engagement of students during group work and discussions will be evaluated. Written reflections: Analysis of students’ reflections on their experiences with technostress and their coping strategies. Observation of active participation: Teachers will assess collaboration and active involvement of students during the workshop or class. How will you provide feedback on learners’ performance?Online feedback: Students will receive detailed comments on their reflective tasks or individual contributions through platforms such as Moodle, Google Classroom, or Microsoft Teams. Group feedback: Discussion of group results, highlighting positive aspects and providing constructive suggestions for improvement. How will you evaluate the effectiveness of technostress mitigation? Feedback sessions: Personal or digital meetings to assess the perception and effectiveness of the strategies. Self-assessment forms: Students independently evaluate their progress and the success of the techniques applied. Debriefing:Self-reflection questions: Students will be asked to reflect on their learning and answer the following questions:When was the last time you felt overwhelmed by constant notifications?What strategies helped you reduce your stress?How did you feel when you consciously scheduled offline time?Are there improvements you’d like to make in managing your digital accessibility?What could you do to find a better balance between technology use and your personal well-being? How will technostress mitigation be discussed during the debriefing?Sharing experiences with peers.Collaborative problem-solving (developing additional ideas).Reflecting on the effectiveness of strategies applied and comparing them with those of other students. |
| Learning Scenario Implementation | |
| Learning Activities (Description, duration, worksheets, etc.) | Introduction: The teacher begins with a realistic story: “Imagine a student preparing for an important online exam. During both the preparation and the exam itself, the student constantly receives notifications from the platform, group chats, and emails. Technical problems, such as an unstable internet connection, make the situation even more difficult. The student feels stressed and struggles to focus on the exam.”Objective: Students reflect on the challenges of online exams, recognize the impact of technostress on their performance, and learn how to apply stress management strategies. Materials: No special materials required. Elaboration: The class is divided into two groups: Group 1: Acts out a scenario where a student experiences technostress during an online exam. Examples: platform crashes, time pressure, or constant notifications. Group 2: Demonstrates how teachers, friends, or family can help the student reduce stress. Examples: clear task instructions, technical support, or encouraging conversations. Reflection: Students individually reflect on their experiences and potential solutions. The teacher asks the following reflection questions:When was the last time you felt stressed by technical problems or constant notifications during an exam?What strategies helped you cope with the stress?How can you better prepare for exams to reduce technostress?What breaks or activities help you clear your mind? Conclusion: Each student shares a personal strategy they plan to try to reduce technostress during exams. |