scholarly journals The impact of electronic devices on the physical growth and development of modern youth and recommendations on their safe use

2019 ◽  
pp. 83-89
Author(s):  
O.Yu. Milushkina ◽  
N.A. Skoblina ◽  
S.V. Markelova ◽  
A.A. Tatarinchik ◽  
E.P. Melikhova ◽  
...  
Keyword(s):  
High School ◽  
Body Weight ◽  
High School Students ◽  
University Students ◽  
Screen Time ◽  
Growth And Development ◽  
Educational Institution ◽  
Electronic Devices ◽  
Physical Growth ◽  
The Impact

The impact of excessive exposure to electronic devices (ED) on youth health remains understudied. There is a pressing need to develop recommendations for the safe use of stationary and mobile ED aimed at minimizing health risks. In this work, we assess the effect of ED on the physical growth and development of high-school and university students and provide recommendations for preventing the negative impact of prolonged screen time on health. The study recruited 460 high-school and 598 university students. Standard anthropometric measurements were taken. The psychological and emotional state of the participants was evaluated using the Test Anxiety Inventory by Spielberg (modified by Khanin). To estimate daily and weekly exposure to ED the participants were asked to fill out standardized questionnaires. In high school students, the average screen time was 7 h a day; in university students, 8.5 to 10 h a day. Only 60% of the participants, regardless of their place of residence or the type of educational institution they were attending, were physically healthy. We conclude that prolonged and frequent exposure to ED is one of the factors that can interfere with normal physical growth and development in youth. Regular daily use of stationary ED increases the risk of developing body weight deficit by 24% and gaining excess body weight by 10%. We recommend that students should eliminate computers, laptops and stationary ED from their daily activities for at least one day at the weekend and reduce total screen time to 3 hours a day.

scholarly journals The use of electronic devices by students, parents and teachers before and after the transition to distance learning

2020 ◽  
pp. 77-82 ◽  
Author(s):  
OYu Milushkina ◽  
VI Popov ◽  
NA Skoblina ◽  
SV Markelova ◽  
NV Sokolova
Keyword(s):  
High School ◽  
High School Students ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Screen Time ◽  
Electronic Devices ◽  
Educational Process ◽  
School Students ◽  
Effective Measure ◽  
Contingency Coefficient

Transition to distance education in spring 2020 led to the overuse of information and communication technologies by the participants of the educational process. The aim of this study was to characterize the patterns of using electronic devices in high school students, their parents, and teachers in the settings of traditional brick-and-mortar education and distance learning. We created online questionnaires that were used to survey 200 high school students, 389 teachers and 251 parents before the transition to distance learning and also 658 teachers and 500 parents after the transition. Statistical analysis was conducted using Student’s t test, χ2, and Pearson’s contingency coefficient; relative risks were calculated using fourfold contingency tables. Differences were considered significant at p ≤ 0,05. After the transition to distance learning, the number of electronic devices used by each student increased for 96.6% of the surveyed students; the average screen time also increased. About 80% of the surveyed parents reported that their children had more health complaints; of them, 60% reported symptoms typical of computer vision syndrome. We established a correlation between the readiness to cut down on screen time and the subjective assessment of vision as perfect or good by the respondents (Pearson’s contingency coefficient 0.3; p ≤ 0.05). Our study confirms the relative risk for subjectively assessing one’s vision as satisfactory or poor in individuals who use ED on a daily basis; the risk is 1.13 for students, 1.41 for parents, and 1.27 for teachers (p ≤ 0.05). The study proves that eliminating screen time from daily activities for at least one day per week is an effective measure for preventing vision disorders.

scholarly journals The role of printed and electroniс publications in development of vision disorders

2019 ◽  
Vol 4 (4) ◽  
pp. 97-104
Author(s):  
S. V. Markelova
Keyword(s):  
High School ◽  
High School Students ◽  
University Students ◽  
High Myopia ◽  
Electronic Devices ◽  
Automated System ◽  
Vision Disorders ◽  
School Students ◽  
Desktop Computer ◽  
Electronic Publications

Aim. To study whether the use of printed and electronic publications is associated with vision disorders.Materials and Methods. We interrogated 100 high school students and 355 university students using a questionnaire developed by the Research Institute of Hygiene and Surveillance on Child and Adolescent Health. Further, 179 university students were examined utilising the automated system for the physiological testing while 100 high school students were examined by a certified ophthalmologist.Results. Around the half of the students have self-evaluated their vision as reduced, without associating this with the use of electronic devices. Boys were more prone to underestimate their health (Pearson’s contingency coefficient C = 0.2, p < 0.001). Eye fatigue was significantly associated with higher frequency of using electronic devices regardless of their type (C = 0.7 for desktop computers and laptops, 0.8 for electronic books and 0.6 for tablets (p = 0.001)) while headaches were specifically associated with increased laptop use (C = 0.5, p = 0.02). Self-assessed reduced vision correlated with higher frequency of tablet use (C = 0.2, p = 0.004). Moderate or high myopia were also associated with a higher frequency of using desktop computer or laptop (C = 0.75, p = 0.001). The average time of work on a computer reached 2 and 3 hours on schooldays and on the weekend, respectively, in high school students. These numbers were significantly higher in university students (2.6 and 4.4 hours respectively for desktop computer and 2.9/3.7 hours for laptop). Functional vision loss was detected in 67.2% of high school students and 19% of university students while moderate or high myopia was diagnosed in 8.2% of high school students and 53.6% of university students. Mean visual acuity was 0.61 ± 0.25 (OD) and 0.64 ± 0.25 (OS).Conclusions. Safety indicators of electronic publications are needed to be developed and properly regulated.

Digital Storytelling within a Service-Learning Partnership

2011 ◽  
pp. 88-105 ◽  
Author(s):  
Emily Wexler Love ◽  
Debra Flanders Cushing ◽  
Margaret Sullivan ◽  
Jode Brexa
Keyword(s):  
High School ◽  
High School Students ◽  
Service Learning ◽  
University Students ◽  
Digital Storytelling ◽  
School Administrators ◽  
High School Administrators ◽  
Multi Stage ◽  
School Partnership ◽  
The Impact

This chapter describes a university/high school partnership focused on digital storytelling. It also explains the multi-stage process used to establish this successful partnership and project. The authors discuss the central role that technology played in developing this university/high school partnership, a collaboration that extended the impact of a digital storytelling project to reach high school students, university students, educators, high school administrators, and the local community. Valuing a reflective process that can lead to the creation of a powerful final product, the authors describe the impact of digital storytelling on multiple stakeholders, including the 13 university students and 33 culturally and linguistically diverse high school youth who participated during the fall of 2009. In addition, the chapter includes reflections from university and high school student participants expressed during focus groups conducted throughout the project. While most participants had a positive experience with the project, complications with the technology component often caused frustrations and additional challenges. Goals for sharing this project are to critically evaluate digital storytelling, describe lessons learned, and recommend good practices for others working within a similar context or with parallel goals.

THE RELATIONSHIP BETWEEN SMART PHONE USAGE AND SLEEP DISTURBANCES AND PSYCHOLOGICAL DISSTRESS AMONG STUDENTS

2017 ◽  
pp. 125-130
Author(s):  
Minh Tam Nguyen ◽  
Phuc Thanh Nhan Nguyen ◽  
Thi Thuy Hang Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
University Students ◽  
Sleep Quality ◽  
Sleep Disturbances ◽  
Public Health Problem ◽  
Smartphone Addiction ◽  
Poor Sleep ◽  
School Students ◽  
The Relationship

The increasing use of smartphone among young people is creating negative effects and is an important public health problem in many countries. Smartphone abuse and addiction may cause physical and psychological disorders among users. However, the awarenes on this issue has been inadequate due to lacking of evidence. Objectives: To describe the current situation of smartphone using among students at highschools and universities in Hue city and to examine the relationship between smartphone using and sleep disturbances and psychological disstress among participants. Methods: A cross-sectional study with a randomly selected sample of 1,150 students at highschools and universities in Hue city. SAS-SV scale was used to evaluate phone addiction status, K10 scale was used for psychological distress assessment and PSQI scale was used to examine the sleep quality. Results: The proportion of students at highschools and universities having smartphones was 78.0%. The rate of smartphone addiction among high school students was 49.1% and that among university students was 43.7%. There was 57.3% of high school students had poor sleep quality, and that of university students was 51.6%. There was a statistically significant association between smartphone addiction and sleep disturbances and psychological disstress among participants (p <0.05). Conclusion: The prevalence of smartphone addiction among students at highschools and universities is alarming and is related to sleep disturbances and psychological disstress among participants. There is a strong call to develop intervention to help students to aware and manage the use of smartphone effectively.

THE ANXIETY DISORDER IN HIGH SCHOOL STUDENT

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Jagdish Rathod
Keyword(s):  
High School ◽  
High School Students ◽  
Anxiety Disorder ◽  
High School Student ◽  
Growth And Development ◽  
Social Problems ◽  
Educational Development ◽  
Many Body ◽  
School Students ◽  
Very High

Stress situations such as study tight deadlines or important social obligations. Of fen makes nervous or fearful. In high school students they facing educational and social problems. This period is already growth and development period at this time so many body changes occurs in the students body. Individuals with anxiety disorder experience excessive anxiety. Fear as worry, causing them either to anode situations. The result of survey on the basis of anxiety disorder in high school students. Is very high in ahmednagar tarakpur in some area. They need special treatments for educational development.

Tunisian High School Students and Digital Media Literacy: A Quantitative Study

2021 ◽  
pp. 002205742110259
Author(s):  
Tarak Dridi
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Media ◽  
Secondary Students ◽  
Media Literacy ◽  
Quantitative Study ◽  
School Students ◽  
Information And Communication ◽  
Digital Media Literacy ◽  
The Impact

Digital media literacy has become an intrinsic component in shaping high school students’ knowledge acquisition and critical thoughts. Over the last two decades, internet and computers have been the implemented tools to reach such goals and promote the students’ learning. This article looks for the impact of Information and Communication Technology (ICT) on Tunisian secondary school students by detecting their technical skills as well as their critical understanding. This quantitative study relies on a self-reporting approach and targets 150 Tunisian secondary students. It proves the necessary consideration of technological and social variables in helping sort out major digital handicaps related to secondary students and displays the interconnectedness between the different dimensions of digital media literacy. It also displays that Tunisian high school students cannot be referred to as digital-media literate people. The study contributes to the field of digital media literacy as it offers a solid empirical background to build on and indicates the necessity of integrating digital media literacy into the school-based initiatives.

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