Assessing university students’ study-related burnout and academic well-being in digital learning environments

A systematic literature review


  • Katri Koivuneva University of Lapland
  • Heli Ruokamo University of Lapland



Digital learning environment, Digital assessment, Academic well-being, Study-related burnout, Systematic literature review


Previous research suggested a strong connection between students’ experiences of traditional learning environments and study-related burnout (Brown et al., 2012; Chen et al., 2017; Meriläinen, 2014; Kuittinen & Meriläinen, 2014). However, digital learning environments and how they can pedagogically support students’ well-being remain, in many respects, an unexplored area (Ruokamo et al., 2016; Lewin & Lundie, 2016). Moreover, pedagogical assessment, including how it can support students’ academic well-being, often lags behind the latest technological developments (Spector, 2014; Popenici & Kerr, 2017; Bates et al., 2020; Holmes et al., 2019; Luckin et al., 2016). 

This research systematically reviews the literature relevant to study-related burnout and academic well-being in digital learning environments. It is done by surveying articles published between 2012 and 2021. First, the findings suggest that there is a body of studies focusing on certain dimensions of study-related burnout. Second, students’ well-being in digital learning environments is less studied and relies mostly on emotional achievement theory and research on academic emotions. Finally, supporting students’ academic well-being through digital assessment is mostly enabled through formative assessment, but it is moving toward artificial intelligence and game-based assessment. Thus, more research is needed on the subject.

Author Biography

Heli Ruokamo, University of Lapland

Vice Dean, Professor, Faculty of Education, Director, Centre for Media Pedagogy, Ph.D. (Education), Docent


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How to Cite

Koivuneva, K., & Ruokamo, H. (2022). Assessing university students’ study-related burnout and academic well-being in digital learning environments: A systematic literature review., 18(1).