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      Virtual Work Communication During a Pandemic—The Moderating Effect of Technology Expertise on Technology Overload

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          Abstract

          The coronavirus disease (COVID-19) pandemic and its accompanying restrictive measures have led to a sudden digitalization of all areas of work and to many knowledge workers now working entirely from home. Especially, the use of information and communication technologies (ICT) has been associated with negative outcomes such as technology overload. Interacting with technology is dynamic and employees often have to face negative ICT events that are related to the technology’s characteristics (e.g., system reliability). In this preregistered study, we aimed to link ICT events with employees’ technology overload during a phase of intensive telework. In a daily diary study over the course of 2 weeks, we investigated how ICT events impact technology overload. Additionally, we explored how technology overload as well as professional isolation due to current pandemic-related restrictions impacts employee strain. Multilevel regression modeling was used to explore the described relationships. ICT events were a significant predictor of technology overload and a significant interaction effect of objective technology expertise was found. Technology overload further impacts ICT-related strain. No significant effects were found regarding professional isolation. Gaining a better understanding of the relationship between ICT events, technology overload, and technology expertise during a phase of extensive telework will help to develop training and support for employees to improve their interaction with virtual communication systems during times of social distancing and beyond.

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                Author and article information

                Journal
                Technology, Mind, and Behavior
                American Psychological Association
                2689-0208
                April 21, 2022
                : 3
                : 2
                Affiliations
                [1]Human Performance Management Group, Department of Industrial Engineering and Innovation Sciences, Eindhoven University of Technology
                [2]Department of Educational Psychology, Institute of Psychology, Goethe-University Frankfurt
                Author notes
                Special Collection Editors: C. Shawn Green, Nicholas David Bowman, and Tobias Greitemeyer.
                Action Editor: Nick Bowman was the action editor for this article.
                Disclosures: There are no conflicts of interest.
                Data Availability: The data, study material, and analytic code that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions. OSF: https://osf.io/x8r63
                Open Science Disclosures:

                The experimental materials are available at https://osf.io/7ex58/

                The preregistered design and analysis plan is accessible at https://osf.io/x8r63

                [*] Anna-Sophie Ulfert, Human Performance Management Group, Department of Industrial Engineering and Innovation Sciences, Eindhoven University of Technology, Eindhoven 5600 MB, the Netherlands a.s.ulfert.blank@tue.nl
                Author information
                https://orcid.org/0000-0001-6293-4173
                https://orcid.org/0000-0002-9614-4804
                Article
                2022-54402-001
                10.1037/tmb0000071
                79ff2ecb-f977-449b-985c-7716787f89ac
                © 2022 The Author(s)

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC-BY-NC-ND). This license permits copying and redistributing the work in any medium or format for noncommercial use provided the original authors and source are credited and a link to the license is included in attribution. No derivative works are permitted under this license.

                History
                Categories
                TECHNOLOGY IN A TIME OF SOCIAL DISTANCING

                Education,Psychology,Vocational technology,Engineering,Clinical Psychology & Psychiatry
                technology overload,virtual work,expertise,ICT events,professional isolation

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