The COVID-19 pandemic pushed for the sudden implementation of online classes; students were forced to work within a new adjustment to continue their education. The prolonged virtual life has eventually led to the popularization of video conference fatigue or commonly known as Zoom fatigue. However, literature on the relationship between video conferences and fatigue is lacking. The researchers conducted a one-way ANOVA and regression analysis on data collected through a survey questionnaire to identify the factors that have a significant association with the fatigue of students attending online classes. In the failure, modes, and effect analysis, the results indicated that length of synchronous sessions, posture, and temperature are the factors that have a proven relationship with the types of fatigue, namely mental, physical, and physiological fatigue, are present during video conferences. Risk mitigation for the priority failure modes is limited to what could be controlled by education institutions and the availability of immediate resources to students, such as class schedules and meditated breaks. Future researchers should analyze fatigue quantitatively to have a deeper understanding of the relationship between video conferences and fatigue.

Keywords
fatigue, video conference, online class, COVID-19 pandemic, students.