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<p>The COVID-19 pandemic necessitated a rapid transition from traditional in-person to online learning in Higher Education Institutions (HEIs), profoundly affecting students’ academic experiences and engagement. This study addresses a critical research gap by exploring how the combined effects of pandemic-induced virtual learning, ergonomic factors, and students’ academic perceptions influence engagement within HEIs—an area previously underexplored in an integrated fashion. Employing a descriptive and exploratory research design, the authors surveyed 289 HEI students using probability sampling. The data were analyzed using Smart PLS, SPSS 20, and AMOS, focusing on the relationships among perceptions of online learning, academics, ergonomics, and student engagement. The findings reveal significant positive associations among all constructs, with academic perceptions notably mediating the relationship between online learning, ergonomics, and engagement. Specifically, the mediation effect of academic perceptions substantially strengthened the indirect link between online learning and ergonomics on student engagement. Ergonomic conditions were also found to enhance engagement, particularly when students’ responsiveness to academics was high. These results underscore the importance of adaptive engagement strategies and ergonomic considerations in sustaining student well-being and academic performance during adverse conditions such as a pandemic. The study has profound implications for understanding how students’ engagement may differ during adverse or stressful conditions like a pandemic. The outcomes advocate the need to develop different work environments and engagement techniques depending upon different conditions for the students’ well-being and better academic output. The study’s uniqueness lies in the choice of respondents and in understanding the integrated effect of adverse conditions (pandemic, virtual learning, etc.), physical work environment (ergonomics), the responsiveness of students towards academics, and their engagement.</p>

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Impact of online learning on students’ perception towards ergonomics, academic experience, and engagement in higher education institutions

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月11日

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  • Deepti Sinha,
  • Sachin Sinha,
  • Nidhi Phutela,
  • Priya Grover,
  • Vinay Kandpal

摘要

The COVID-19 pandemic necessitated a rapid transition from traditional in-person to online learning in Higher Education Institutions (HEIs), profoundly affecting students’ academic experiences and engagement. This study addresses a critical research gap by exploring how the combined effects of pandemic-induced virtual learning, ergonomic factors, and students’ academic perceptions influence engagement within HEIs—an area previously underexplored in an integrated fashion. Employing a descriptive and exploratory research design, the authors surveyed 289 HEI students using probability sampling. The data were analyzed using Smart PLS, SPSS 20, and AMOS, focusing on the relationships among perceptions of online learning, academics, ergonomics, and student engagement. The findings reveal significant positive associations among all constructs, with academic perceptions notably mediating the relationship between online learning, ergonomics, and engagement. Specifically, the mediation effect of academic perceptions substantially strengthened the indirect link between online learning and ergonomics on student engagement. Ergonomic conditions were also found to enhance engagement, particularly when students’ responsiveness to academics was high. These results underscore the importance of adaptive engagement strategies and ergonomic considerations in sustaining student well-being and academic performance during adverse conditions such as a pandemic. The study has profound implications for understanding how students’ engagement may differ during adverse or stressful conditions like a pandemic. The outcomes advocate the need to develop different work environments and engagement techniques depending upon different conditions for the students’ well-being and better academic output. The study’s uniqueness lies in the choice of respondents and in understanding the integrated effect of adverse conditions (pandemic, virtual learning, etc.), physical work environment (ergonomics), the responsiveness of students towards academics, and their engagement.