<![CDATA[The transition toward digital education has positioned Zoom as a primary platform for online learning. However, the phenomenon of low student participation during synchronous sessions has become a significant challenge to instructional effectiveness. This study aims to analyze the factors contributing to low student engagement in Zoom-based learning and to formulate strategic solutions. Utilizing a descriptive qualitative method, data were gathered through surveys and interviews with university students. The findings reveal that technical constraints, digital exhaustion (Zoom fatigue), a lack of confidence in virtual interaction, and non-conducive learning environments are the primary drivers of minimal student involvement. Proposed solutions include the implementation of gamified learning models, optimal use of interactive features, and the design of collaborative content to create a more inclusive and dynamic virtual classroom.]]>
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