Impact of Digital Learning on Student’s Stress in South Eastern University of Sri Lanka

Abstract

Digital learning activities have been fully integrated after covid-19 as the traditional learning method has been followed at the selected university for a long time. Student achievement gains made through traditional learning methods appear to be fading after digital learning. Although there are many causes for this, this study discovered that student psychological issues play a role in poor academic performance. The goal of this study was to see how digital learning affected students’ stress levels. Researchers employed both quantitative and qualitative research approaches. Researchers gathered data from 132 respondents affiliated with the above university. Relationships and academic life (0.454) and behavioral impacts (0.117) were found to have a favorable link with digital learning. Digital learning has negative connections with psychological or emotional (-0.050), physical (-0.120), cognitive (-0.083), and social effects (-0.076). All elements of stress, on the other hand, have an impact on digital learning. Furthermore, it has been discovered that most students have difficulty learning online, and as a result, they have compelled the university administration to hold physical sessions with appropriate safety precautions. Furthermore, most undergraduates (78.2 per cent) stated that they sleep to ease stress when they feel mental issues due to digital learning. Some respondents noted that they talk with someone to relieve the stress (66.2%), and some said they involve in exercises and sports (37.6%) to heal the stress. Researchers recommend that the faculty and university administrators incorporate a stress-free timetable and introduce different teaching methods that impose low or no stress on the students. Therefore, the university should redesign the curriculum based on digital learning, and the assessment methods are also to be revised in alignment with digital technologies.