Abstract<\/p>\n
Digital fatigue is pervasive among university instructors, yet rigorous evidence on whether generative AI improves well-being is scarce. We conducted an eight-week staggered multiple-baseline AB\u2013AB reversal with eight lecturers at a private Peruvian university. In intervention phases, participants replaced full readings with a daily \u2264200-word ChatGPT summary plus three discussion questions (\u201ccontent-curation sprint\u201d). Outcomes were self-reported digital fatigue (FDU-24) and automatically logged screen time; analyses were carried out using trend-corrected Tau-U and paired-phase Cohen\u2019s d. Across two intervention cycles, screen exposure fell by about 122 min per day (~29% of baseline) and digital fatigue scores decreased by ~22%. Effects were large and replicated (aggregate TauU = \u22120.79; d = \u22121.5 to \u22122.2). Treatment fidelity averaged 96%, and post-study technology acceptance was high. These findings provide preliminary experimental evidence that a brief, low-friction ChatGPT workflow can simultaneously reduce screen time and alleviate digital fatigue in higher-education faculty, suggesting a dual productivity-and-well-being dividend and positioning generative AI as a Job Demands\u2013Resources \u201cresource\u201d rather than a stressor. Multi-site randomized trials with active controls, longer follow-up, and cost-effectiveness analyses are warranted. Practical implications for faculty development are immediate.<\/p>\n","protected":false},"featured_media":5012,"template":"","meta":{"_acf_changed":false},"schedule":[5],"speaker-category":[6],"class_list":["post-5006","speaker","type-speaker","status-publish","has-post-thumbnail","hentry","schedule-day-1","speaker-category-speakers"],"acf":[],"yoast_head":"\n