Comparison of Listening Fatigue in Children with and Without Hearing Impairment

Abstract

Background: Listening fatigue, defined as the subjective sense of exhaustion resulting from sustained auditory processing, is a growing concern among children with hearing impairment. It is associated with increased cognitive load, reduced classroom engagement, and adverse effects on academic performance and psychosocial well-being. Children with normal hearing may also experience listening fatigue, but the extent of difference between the two groups remains inadequately explored. Objective: To evaluate and compare the levels of listening fatigue in children with and without hearing impairment using validated fatigue assessment tools. Methods: A cross-sectional observational study was conducted on 120 children aged between 4 to 13 years, including 60 with bilateral sensorineural hearing loss (mild to severe) and 60 with normal hearing, recruited from mainstream and special schools. Listening fatigue was assessed using the Vanderbilt Fatigue Scale – Teacher version (VFS-T). Data was analyzed with SPSS version 20.0 using t-tests, chi-square tests, and multivariate regression, with p < 0.05 considered significant. Results: Children with hearing impairment had significantly higher mean VFS-T scores (26.45 ± 4.59) compared to normal-hearing children (19.28 ± 3.37; p < 0.001, Cohen’s d = 1.82). Over 93% of the hearing-impaired group required follow-up for listening fatigue versus 13% in controls. Conclusion: Listening fatigue is significantly elevated in children with hearing impairment, warranting early identification and targeted classroom interventions to optimize learning outcomes.