Student virtual assistants (VAs) face unique challenges in managing academic responsibilities and work duties. This study investigated the mental workload (MWL) of student VAs (n=23) across two periods: the early semester (lighter academic demands) and the mid-semester (peak academic demands). Physiological MWL was assessed using the Muse 2 EEG device, measuring relative brainwave activity (alpha, beta, theta, gamma, delta). In contrast, subjective MWL was calculated using the NASA-Task Load Index (NASA-TLX). Results showed significantly higher relative beta (p = 0.004, d = 0.674) and gamma (p = 0.009, d = 0.609), and lower delta (p = 0.002, d = 0.753) during the heavy academic period, indicating increased stress, anxiety, and sleep deprivation. NASA-TLX scores were higher in the heavy academic period (p < 0.001, d = 1.785), with "Effort" and "Frustration" notably elevated. Findings highlighted that heavier academic demands increase cognitive and emotional strain, underscoring the need for strategies that promote a sustainable work-study setup.

Keywords

mental workload (MWL), virtual assistant (VA), electroencephalogram (EEG), NASA task load index (TLX), and working students