The Regulatory Effect of Physical Activity on Perceived Fatigue from Digital Technology Use in Schools

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dc.authoridKabaçalı, Nesibe Büşra / 0000-0001-9805-9809
dc.authoridÇetinkaya, Levent / 0000-0002-0167-4846
dc.contributor.authorKabaçalı, Nesibe Büşra
dc.contributor.authorÇetinkaya, Levent
dc.contributor.authorKeser, İlke
dc.date.accessioned2026-02-03T12:00:40Z
dc.date.available2026-02-03T12:00:40Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe increased use of digital technologies in educational settings has raised concerns about their impact on students' physical and mental well-being, particularly regarding perceived fatigue. This study explores the extent to which physical activity can regulate perceived fatigue associated with digital technology use among middle school students. Using an explanatory mixed-methods design, the study was conducted with 108 sixth-grade students (ages 11-12) who were assigned to exercise, nonexercise, and control groups. A quasi-experimental pretest-posttest control group design was applied in the quantitative dimension, and the Fatigue Severity Scale (FSS) was used to assess fatigue levels before and after the use of different digital devices (computer, smartphone, tablet PC). A 3 x 2 split-plot repeated-measures analysis of variance (ANOVA) revealed a statistically significant decrease in perceived fatigue levels among students who performed stretching exercises following digital device use, while fatigue levels increased in the nonexercising group. Qualitative data from the exercising group indicated that students found the exercises enjoyable, health-promoting, and expressed a willingness to integrate them into their daily routines. This study contributes to the literature by demonstrating that simple, school-based physical activity interventions can effectively mitigate the negative physiological and psychological effects of technology use in educational contexts. The findings emphasize the need to incorporate structured physical activity, such as short classroom-based stretching exercises, into daily school routines. This approach may promote student well-being and academic engagement in increasingly digital learning environments and has direct implications for updating health promotion policies and behavior-focused interventions in schools.
dc.identifier.doi10.1177/10901981251362826
dc.identifier.issn1090-1981
dc.identifier.issn1552-6127
dc.identifier.pmid40847705
dc.identifier.scopus2-s2.0-105024603881
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1177/10901981251362826
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34651
dc.identifier.wosWOS:001555248100001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherSage Publications Inc
dc.relation.ispartofHealth Education & Behavior
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260130
dc.subjectperceived fatigue
dc.subjectphysical activity
dc.subjectschool-based exercise interventions
dc.subjectdigital technology use in schools
dc.subjectstudent well-being
dc.subjecthealth education
dc.titleThe Regulatory Effect of Physical Activity on Perceived Fatigue from Digital Technology Use in Schools
dc.typeArticle

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