Digital Queue Fatigue in Higher Education: A Review of Student Experiences with Online Waiting Systems

Abstract

Digital queue systems are widely adopted in universities to manage essential student services such as course registration, academic advising, and technical support. While these systems aim to improve service efficiency, students often experience psychological strain, uncertainty, and service abandonment during prolonged digital waiting. Existing studies mainly focus on waiting behavior in commercial or multimedia environments, with limited attention given to higher education contexts. This paper presents a structured literature review of eighteen key factors contributing to digital queue fatigue, including perceived and actual waiting time, lack of transparency, usability issues, cognitive overload, and loss of control. The review followed a systematic screening process to identify and analyze relevant studies, enabling a comparison between general digital queue research and student-specific experiences. The findings reveal that uncertainty, perceived waiting time, and poor system feedback are the most influential factors leading to fatigue and abandonment in university settings. The review highlights critical gaps in current digital queue designs and emphasizes the need for student-centered systems that reduce psychological burden while maintaining operational efficiency.