Korean students' digital device use trends and characteristics of reading achievement in PISA 2018: A comparison with PISA 2009

2021 ◽  
pp. 91-135
Author(s):  
Lee Inwha ◽  
Koo Namwook ◽  
Jeon Jihye
Keyword(s):  
Reading Achievement ◽  
Korean Students ◽  
Digital Device ◽  
Device Use

Effect of Technostress on academic productivity- E-engagement through persuasive communication

2022 ◽  
Vol 30 (5) ◽  
pp. 0-0
Keyword(s):  
Mobile Phones ◽  
Paradigm Shift ◽  
Persuasive Communication ◽  
Academic Productivity ◽  
Digital Device ◽  
Digital Devices ◽  
Team Projects ◽  
Device Use ◽  
Management Students

The focus of most of the existing studies on technostress is with regard to working professionals. In spite of the explosion of digital device use in education, not many studies have identified its effects on students. This study examines the presence of technostress among management students aged 22-29 years. Using a sample of 300+ students of a management college of India, this study validates the technostress instrument. With the pandemic, education has seen a paradigm shift. Sessions including classes, interactions, discussions, team projects, assignments, examinations, have gone online and this has ushered the compulsion of spending more time with technology and digital devices (laptops, mobile phones, desktop etc). It examines the effect of technostress on academic productivity of students. The study further explores the students’ expectations from the college to control their technostress, thereby indicating the need of enhancing e-engagement through persuasive communication.

The Effects of Daily Digital Device Use on the Ocular Surface in Healthy Children

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Burcu Kazancı ◽  
Fatma Corak Eroglu
Keyword(s):  
Ocular Surface ◽  
Healthy Children ◽  
Digital Device ◽  
Device Use

TD-P-026: RELATIONSHIP BETWEEN DIGITAL DEVICE USE AND COGNITIVE FUNCTION AMONG OLDER ADULTS ATTENDING A MEMORY CLINIC

2006 ◽  
Vol 14 (7S_Part_3) ◽  
pp. P197-P197
Author(s):  
Ya-Huei Wu ◽  
Manon Lewis ◽  
Anne-Sophie Rigaud
Keyword(s):  
Older Adults ◽  
Cognitive Function ◽  
Memory Clinic ◽  
Digital Device ◽  
Device Use

Theorising sharing practice in relation to digital culture

2018 ◽  
Vol 168 (1) ◽  
pp. 108-121 ◽  
Author(s):  
Jenny Kennedy
Keyword(s):  
Social Norm ◽  
Boundary Work ◽  
Digital Culture ◽  
Distinct Form ◽  
Digital Device ◽  
Social Technologies ◽  
Cultural Intermediaries ◽  
Device Use ◽  
A Site ◽  
The Cost

Sharing is a distinct form of interaction championed in digital contexts. Yet the term ‘sharing’ is a site of contestation. There are multiple overlapping imaginaries of sharing, such as sharing as an inherent social norm; sharing as a frictionless form of communication through social technologies; sharing as a fraught practice that, when over-performed, undermines and breaks down relationships and reputations; and sharing as an economic model. Furthermore, the term ‘sharing’ has been appropriated by specific cultural intermediaries at the cost of understanding the material and affective significance of sharing in everyday life. Yet still, there is no sufficient theory or formalisation of sharing, only reappropriations of existing theories – such as gift, reciprocity, knowledge and commodity exchange, and boundary work – that partially explain certain practices of sharing to the exclusion of others. Based on this observation, I argue that we are in need of a framework for theorising sharing as it is experienced in the contexts of digital device use. In response to this need, I set out a theory of sharing as a coherent and consistent set of elements, comprising competencies, materiality and symbolic values.

scholarly journals An Examination of the Links between Technology, Culture, and Reading Proficiency: A Study of the Programme of International Student Assessment (PISA)

2020 ◽  
Author(s):  
Andrew Schenck
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Reading Proficiency ◽  
Reading Scores ◽  
Digital Device ◽  
International Student Assessment ◽  
Use Of Technology ◽  
Device Use ◽  
Impact Of Technology ◽  
The Impact

This study was designed to investigate the relationship between culture, technology, and reading. Reading scores from the Programme of International Student Assessment (PISA) were obtained from 41 countries and compared to: digital device use in the classroom, method of digital device use in the classroom, and digital device use outside the classroom. Results suggest that either no use or extensive use of technology improves overall reading scores. Cultural characteristics such as assertiveness or low institutional collectivism in some countries appear to mitigate this effect, decreasing the impact of technology on reading. Teacher control of technology had the highest impact on reading performance. Finally, as the use of technology outside the classroom increased, reading proficiency tended to decrease, with the exception of the Anglo cultural group.

scholarly journals Prevalence and determinants of digital eye strain among school children during the COVID-19 pandemic

2021 ◽  
Author(s):  
Catherine Simon ◽  
Shalet Paul
Keyword(s):  
Risk Factors ◽  
School Children ◽  
Smart Phone ◽  
Public Health Problem ◽  
Cross Sectional Study ◽  
Continuous Exposure ◽  
Viewing Distance ◽  
Digital Device ◽  
Cross Sectional ◽  
Device Use

Background: Digital eye strain (DES) is an emerging public health problem due to continuous exposure to electronic gadgets and digital devices for educational, occupational or entertainment purposes, especially during this COVID-19 pandemic. Children are more vulnerable to DES, as they continue to attend online classes but are unaware of early symptoms of DES and do not complain till their vision deteriorates. The objective of this study was to assess the prevalence and risk factors of DES among school children during this pandemic.Methods: A questionnaire-based cross-sectional study was conducted among 176 school children aged 12-16 years, studying in 8th, 9th and 10th standards of a randomly selected school in Kollam district of Kerala, using the validated computer vision syndrome questionnaire (CVSQ), sent online via Google form to parents/guardians for recording their children’s pattern of digital device usage and DES symptoms.Results: The prevalence of DES among school children was 29.5%. Their commonest symptom was headache (n=125, 69.9%). The smartphone was the most commonly used digital device (n=159, 93.5%). The independent risk factors of DES were the preferred use of smart phone (adjusted odds ratio (AOR)=2.846; 95% CI=1.371-5.906; p=0.005) and viewing distance of digital device <18 inches (AOR=2.762; 95% CI=1.331-5.731; p=0.006).Conclusions: This study has highlighted some of the risk factors associated with DES. A concerted effort is needed to raise awareness about DES by experts in the health and education sectors, along with parents and teachers, so that digital device use among children can be optimised.

scholarly journals Cognitive Function and Digital Device Use in Older Adults Attending a Memory Clinic

2019 ◽  
Vol 5 ◽  
pp. 233372141984488 ◽  
Author(s):  
Ya-Huei Wu ◽  
Manon Lewis ◽  
Anne-Sophie Rigaud
Keyword(s):  
Older Adults ◽  
Cognitive Function ◽  
Short Term Memory ◽  
Daily Basis ◽  
Memory Clinic ◽  
Digital Device ◽  
Significant Group ◽  
Digital Devices ◽  
Device Use ◽  
Touchscreen Device

This study investigated cognitive function in relation to the use of a computer and a touchscreen device among older adults attending a memory clinic. The entire sample ( n = 323) was categorized into four profiles, according to the frequency of digital device use (either daily or non-daily usage). Results showed that on a daily basis, 26% of the sample used both a computer and a touchscreen device, 26.9% used only a computer, 7.1% used only a touchscreen device, and 39.9% used neither type of digital device. There were significant group differences on age, education, and clinical diagnosis ( p < .001). Non-daily users of digital devices had significantly lower performance, compared with daily users of both types of digital device, on measures of global cognitive function, processing speed, short-term memory, and several components of executive function ( p < .001). Falling behind with regard to the use of digital devices might reflect underlying poor cognitive capacities.

Correlation between handheld digital device use and asthenopia in Chinese college students: a Shanghai study

2018 ◽  
Vol 97 (3) ◽  
pp. e442-e447 ◽  
Author(s):  
Yupeng Xu ◽  
Guoying Deng ◽  
Weiheng Wang ◽  
Shuyu Xiong ◽  
Xun Xu
Keyword(s):  
College Students ◽  
Digital Device ◽  
Chinese College Students ◽  
Device Use

scholarly journals Diabetes Diagnosis and Screen-Based Sedentary Behavior Among US Adults

2016 ◽  
Vol 12 (3) ◽  
pp. 252-262 ◽  
Author(s):  
Ruopeng An ◽  
Yan Yang
Keyword(s):  
Sedentary Behavior ◽  
Screen Time ◽  
Disease Diagnosis ◽  
Individual Characteristics ◽  
Undiagnosed Diabetes ◽  
Teachable Moment ◽  
Diabetes Diagnosis ◽  
Digital Device ◽  
Nationally Representative ◽  
Device Use

Diabetes threatens a patient’s health and quality of life, whereas disease diagnosis itself could potentially serve as a teachable moment for initiating behavior change. This study assessed diabetes diagnosis as a possible teachable moment for screen-based sedentary behavior among US adults. The nationally representative sample (n = 3690) came from the 2005-2006 and 2011-2012 National Health and Nutrition Examination Survey. Self-reported hours spent on screen-based sedentary behavior (television/video watching, computer/digital device use) were measured by the Global Physical Activity Questionnaire. Diabetes/prediabetes was identified by fasting plasma glucose and the glycated hemoglobin test. Logistic regressions were conducted to examine the relationship between diabetes diagnosis and screen-based sedentary behavior, adjusting for individual characteristics and sampling design. Compared with those with undiagnosed diabetes, the adjusted values for prevalence of daily television/video watching ≥2 hours (77.45% vs 65.14%), computer/digital device use ≥1 hour (43.20% vs 36.52%), and total screen time (ie, television/video watching plus computer/digital device use) ≥3 hours (66.75% vs 45.78%) were all noticeably higher among adults with diagnosed diabetes, although only the difference in the prevalence of daily total screen time was significant at P < .05. No evidence was found regarding diabetes diagnosis as a teachable moment in reducing screen-based sedentary behavior in US adults.

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