Digital Learning Fatigue And Academic Persistence: A Behavioral Analytics Approach To Student Retention In Virtual Classrooms

Abstract

The quick shift to virtual learning and education has transformed higher education but at the same time; it is also throwing engagement and retention challenges to students in virtual classrooms.  This article presents research from the behavioral analysis point of view on digital learning fatigue which can affect academic persistence and retention of learners in virtual classrooms. The research replied numerically. A structured questionnaire was used to collect the primary data on 250 undergraduate and postgraduate students. The researchers used statistical techniques in the research studies.  The negative influence of digital learning fatigue on academic persistence and student retention intention is uncovered in the results. Behavioral engagement and academic persistence have a positive influence on students willingness to continue.  According to the results of the current study, behavioral analytics metrics could predict the retention outcome for students. This study can help provide further insight into monitoring the delivery and progress of the learners in the virtual classroom. This could alleviate digital fatigue if timely interventions are created due to behavioral analytics that enhance engagement and subsequently strengthen persistence and retention.