scholarly journals Adolescent Vision Health During the Outbreak of COVID-19: Association Between Digital Screen Use and Myopia Progression

2021 ◽  
Vol 9 ◽  
Author(s):  
Ji Liu ◽  
Baihuiyu Li ◽  
Yan Sun ◽  
Qiaoyi Chen ◽  
Jingxia Dang
Keyword(s):  
User Profile ◽  
Digital Learning ◽  
Myopia Progression ◽  
Inverse Probability Weights ◽  
Digital Devices ◽  
Television Use ◽  
Sensitivity Tests ◽  
Adolescent Learning ◽  
Myopic Progression ◽  
Screen Use

The coronavirus (COVID-19) pandemic has impacted education systems globally, making digital devices common arrangements for adolescent learning. However, vision consequences of such behavioral changes are not well-understood. This study investigates the association between duration of daily digital screen engagement and myopic progression among 3,831 Chinese adolescents during the COVID-19 pandemic. Study subjects report an average of 2.70 (SD = 1.77), 3.88 (SD = 2.23), 3.58 (SD = 2.30), and 3.42 (SD = 2.49) hours of television, computer, and smartphone for digital learning use at home, respectively. Researchers analyzed the association between digital screen use and myopic symptoms using statistical tools, and find that every 1 h increase in daily digital screen use is associated with 1.26 OR [Odds Ratio] (95% CI [Confidence Interval: 1.21–1.31, p < 0.001]) higher risks of myopic progression. Using computers (OR = 1.813, 95% CI = 1.05–3.12, p = 0.032) and using smartphones (OR = 2.02, 95% CI = 1.19–3.43, p = 0.009) are shown to be associated with higher risks of myopic progression than television use. Results from additional sensitivity tests that included inverse probability weights which accounted for heterogeneous user profile across different device type categories confirm that these findings are robust. In conclusion, this study finds that daily digital screen use is positively associated with prevalence of myopic progression and holds serious vision health implications for adolescents.

scholarly journals An Experimental Study of Digital Reading Experiences

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Chien-Hong Chao ◽  
Huey-Wen Chou ◽  
Chih-Hao Tu
Keyword(s):  
Experimental Study ◽  
The Other ◽  
The Internet ◽  
Digital Learning ◽  
Digital Reading ◽  
Tablet Pc ◽  
Reading Behaviors ◽  
Reading Experience ◽  
Digital Devices ◽  
Learning Platform

With the popularity of the Internet and the development of information technology, digital reading has affected human reading styles. In essence, digital reading is different from conventional reading in many ways. The aim of this research focuses primarily on exploring the differences in reading behaviors among different digital reading devices. Results reveal that the reading experience on the Tablet PC is superior to that on the other two digital devices. Subjects in the Tablet PC group demonstrate the highest preference in terms of depth reading which implies that Tablet PC should be the most appropriate device for digital learning platform in the future. Discussion and suggestions are in the conclusions at the end of this paper. 

Prevalence and risk factors of pseudomyopia in a Chinese children population: the Anyang Childhood Eye Study

2020 ◽  
pp. bjophthalmol-2020-316341
Author(s):  
Meng-Tian Kang ◽  
Catherine Jan ◽  
ShiMing Li ◽  
Mayinuer Yusufu ◽  
Xintong Liang ◽  
...  
Keyword(s):  
Risk Factors ◽  
Cohort Study ◽  
Independent Risk Factor ◽  
Chinese Children ◽  
Spherical Equivalent ◽  
Market Survey ◽  
Myopia Progression ◽  
School Based ◽  
Near Work ◽  
Myopic Progression

AimsTo investigate the prevalence and predictors of pseudomyopia in Chinese children and its association with myopia progression.MethodsA prospective, school-based, cohort study of 6- and 13-year-old children was conducted in Anyang, China. Pre-cycloplegic and post-cycloplegic autorefraction were performed at baseline and 1 year later. Pseudomyopia was defined as spherical equivalent refractive (SER) error in the better–seeing eye ≤−0.50 D before cycloplegia and >−0.50 D after cycloplegia. Among pseudomyopic children, pseudomyopic power was defined as non-cycloplegic SER subtracted from cycloplegic SER. Market survey was collected in all optometry stores in Anyang city to investigate how cycloplegia is used for refracting children.ResultsA total of 2612 children aged 6 years and 1984 children aged 13 years were included. Of the two cohorts, median cycloplegic SER (IQR) was 1.00 D (0.50, 1.38) and −1.13 D (−2.63, 0.13) respectively, myopia prevalence was 5.2% and 61.0%, pseudomyopia prevalence was 24.1% and 18.9%, and median pseudomyopic power was 1.13 D (0.63, 1.63) and 0.38 D (0.13, 0.88). In both cohorts, greater baseline hyperopia was the strongest predictor of pseudomyopia (p<0.001), whereas time spent on near work was not associated with pseudomyopic power (p>0.05). After 1 year, 15.6% (98/629) of 6-year-olds and 10.7% (40/374) of 13-year-olds with pseudomyopia developed myopia. Compared with myopes, pseudomyopic children with the same pre-cycloplegic SER had slower myopic progression (p<0.001). Among all 127 optometry stores in Anyang, only 4 (3.15%) used cycloplegia for refracting children.ConclusionPseudomyopia is more prevalent in younger, more hyperopic children. Pseudomyopia is not an independent risk factor for myopic progression in this setting.

scholarly journals Impact of Excessive Screen Time and the Mediating Effect of Physical Exercise on Sleep in Physiotherapy Students During Covid-19

2021 ◽  
pp. 149-159
Author(s):  
Isha Akulwar Tajane ◽  
Palak H. Naik ◽  
Kashish K. Parmar ◽  
Ayushi V. Shah
Keyword(s):  
Physical Exercise ◽  
Technology Use ◽  
Screen Time ◽  
Negative Impact ◽  
Mediating Effect ◽  
Digital Devices ◽  
Physical Exercises ◽  
Sleeping Problems ◽  
Physiotherapy Students ◽  
Screen Use

Aim: The science of today is the technology of tomorrow. The 21st century has witnessed a great development in the field of technology. Whether we love it or loathe it, technology affects everything we do today and influences almost everything we plan for our tomorrow. It has advanced everywhere making people access various types of devices. Sleep is fundamental to optimal functioning including health and behavior. This paper describes the interrelations between sleep and screen use. The purpose of this study was to identify technology use hence exploring the screen time of the individual and its impact on sleep and the mediating effect of physical exercise. Method: A representative sample of 150 Physiotherapy students was surveyed using an online questionnaire to analyze their technology use and sleep patterns. Results: A total number of 150 completed forms were analyzed. 94.7% students screen time use had increased during the lockdown. 43.3% of student participants spent more than 6 hours on digital devices on a daily basis. 73.3% of the population agreed that screen time did affect their sleeping pattern in the lockdown. 64% students encountered sleeping problems. 52% people admitted that excessive screen use has affected their sleep quality. 65.3% of the students have been taking part in physical exercises regularly, out of which 65.27 % reported decreased sleeping complaints. Conclusion: This study shows that use of screen based digital devices and media use has significantly increased during COVID-19 pandemic lock down in Physiotherapy students and provides scientific evidence for its negative impact on sleep. Physical exercises were associated with a positive effect on sleep disorders.

Exploring the Reading Experiences of High School Students on E-Book Reader

2013 ◽  
Vol 3 (1) ◽  
pp. 17-32
Author(s):  
Yu-Chung Cheng ◽  
Wen-Hung Liao ◽  
Tsai-Yen Li ◽  
Chien-Pao Chueh ◽  
Hsiao-Ching Cho
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Natives ◽  
Digital Learning ◽  
School Students ◽  
User Experiences ◽  
Digital Devices ◽  
Digital Contents ◽  
New Form ◽  
New Curricula

Today’s ‘digital natives’ grew up in the age of network and digital devices. They have a completely different kind of cross-medium user experiences from the older generations. Understanding how the digital natives use e-book reader and their reading behavior will be an important issue for designing the next-generation e-book reader and mobile device. This study aims to explore how the introduction of e-book reader into high school campus influences the students’ learning and daily life. The authors found that e-book reader does help the students to develop a habit of mobile reading. Its effect exceeds our expectation of achieving digital learning. Using e-book reader, students engaged in creating new form of digital contents and became active in peer-sharing activities. Thus, they propose that when new curricula are designed, user experience with the e-book reader can be taken into account in order to maximize the potential of using the e-book reader in education.

scholarly journals Digital Literacy and Its Use by Teacher Trainess at Secondary Level in Odisha

2020 ◽  
Vol 1 (2) ◽  
pp. 242-250
Author(s):  
Ramakanta Mohalik
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Technology ◽  
Digital Literacy ◽  
Technology Use ◽  
Web Design ◽  
Secondary Level ◽  
Digital Learning ◽  
Digital Devices ◽  
Teaching Learning

Digital devices and applications have been used in schools and teacher education institutes across the globe for teaching learning. All the prospective teachers must be digitally savvy to utilize it in school for teaching, assessment, management and professional development. This study intended to find out the level of digital literacy and its uses among teacher trainees at secondary level. Descriptive research method was followed for undertaking this study. Survey was conducted on sample of 170 trainees selected randomly from teacher education institutes under Utkal University, Odisha, India. Self developed questionnaire based on different aspects of digital devices and applications such as skills of trainees in digital technology, use of digital technology and applications by trainees for learning and teaching etc. was used at tool. Collected data were subjected to frequency and percentage analysis and accordingly conclusions were drawn. The study found that (i) majority of trainees can change screen brightness and contrast, minimize, maximize and move window screen, use search command to locate a file and download and install applications, (ii) more than 50% of trainees do not know learning management system, virtual worlds, podcasts and web design applications, (iii) around 70% of trainees are aware about storage of video in camera, manage junk mail and update username and password and less than 50% of trainees knew about voice typing and cyber security, (iv) majority of trainees use group email and whatsapp for academic work and  only 20% of trainees use digital devices for using PPT in class, create digital learning materials, provide feedback to students. It is suggested that teacher education institutes must be equipped with digital devices and applications useful for teaching learning and professional development. Further, teacher educator must encourage and motivate trainees by integrated ICT in regular course work and across the subjects so that trainees can develop skills of using it for teaching, learning and assessment in schools.

E-learning, M-learning and D-learning: Conceptual definition and comparative analysis

2018 ◽  
Vol 15 (4) ◽  
pp. 191-216 ◽  
Author(s):  
Sujit Kumar Basak ◽  
Marguerite Wotto ◽  
Paul Bélanger
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Formal Education ◽  
Digital Learning ◽  
Learning Tools ◽  
Electronic Learning ◽  
Digital Devices ◽  
Information And Communication ◽  
E Learning ◽  
Definition Of

In the 21st century, the information and communication technology explosion increases the uses of digital devices for many purposes in the world of work and in formal and non-formal education. This study analyzes existing literature on the basis of the definition of the concepts, terminology used, differences, fundamental perspectives, benefits, disadvantages, and finally the similarities and differences of the e-learning (electronic learning), m-learning (mobile learning), and d-learning (digital learning). It reveals that e-learning and m-learning are subsets of d-learning. On the other hand, some learning tools could be considered as m-learning as well as e-learning.

scholarly journals Myopic Progression in Girls with Gonadotrophin-Releasing Hormone Agonist Treatment for Central Precocious Puberty

Children ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. 171
Author(s):  
Seung Ah Chung ◽  
Hae Sang Lee ◽  
Seung Woo Kim ◽  
Jin Soon Hwang
Keyword(s):  
Body Mass Index ◽  
Body Mass ◽  
Precocious Puberty ◽  
Tanner Stage ◽  
Central Precocious Puberty ◽  
Bone Age ◽  
Myopia Progression ◽  
Similar Weight ◽  
Similar Body ◽  
Myopic Progression

We sought to determine whether the myopic progression of patients with central precocious puberty (CPP) who were undergoing treatment differed from that of their healthy peers with normal pubertal onset and progression. Eighteen girls with CPP and 14 age-matched controls who underwent regular ophthalmic examinations for at least 1 year were included. All the CPP patients received a 3.75 mg leuprolide acetate depot subcutaneously every 28 days. The spherical equivalent (SE) and axial length (AL) for myopia progression and the pubertal parameters (height, body weight, body mass index, Tanner stage, and bone age) were compared between the two groups. Of 32 subjects with a mean age of 8.6 ± 0.7 years, the SEs and ALs did not differ at baseline between the two groups, which had similar weight and similar body mass index. After 1 year, both the CPP patients and controls showed myopic progression, with an average myopic shift of −0.73 ± 0.48 diopters (D) and AL elongation with a mean change of 0.44 ± 0.61 mm. The SE and AL changes over 1 year were greater in the controls than those in the CPP patients, which was not statistically significant (–0.85 ± 0.55 D vs. –0.64 ± 0.41 D and 0.55 ± 0.89 mm vs. 0.35 ± 0.22 mm, respectively). The change in AL correlated significantly with the change in the height (β = 0.691, p = 0.039). In this 1-year study, the CPP patients with treatments trended to show less myopic progression than the controls.

scholarly journals Learning with and about Digital Technology in Later Life: A Socio-Material Perspective

2021 ◽  
Vol 11 (11) ◽  
pp. 686
Author(s):  
Rebekka Rohner ◽  
Lisa Hengl ◽  
Vera Gallistl ◽  
Franz Kolland
Keyword(s):  
Older Adults ◽  
Later Life ◽  
Learning Processes ◽  
Digital Learning ◽  
Social Worlds ◽  
Structured Interviews ◽  
Digital Devices ◽  
Everyday Lives ◽  
Information And Communication ◽  
The Individual

Literature has widely explored the learning processes with information and communication technology (ICT) in later life, mostly focusing on the individual learner rather than materialities—such as smartphones, notepads, and handouts. The aim of this paper is to introduce a socio-material perspective by focusing on the question: What role do materialities play in digital learning processes in later life? This paper draws upon a situation analysis of data from a qualitative multi-perspective study. Researchers conducted participatory observations of five ICT courses for older adults in Austria and semi-structured interviews with seven trainers and nine older participants (61–81 years). By identifying three social worlds (digital devices, education, and participants’ everyday lives), the findings show how ICT-learning processes are embedded in the everyday lives of older adults and include not only digital, but also everyday materialities, such as pens, paper and books. These material convoys of digital learning in later life are vital in facilitating successful technology appropriation in later life.

scholarly journals E-Black Board System-A step towards Digital Education

2019 ◽  
pp. 48-51
Author(s):  
Priya Mishra ◽  
Yogita Meshram ◽  
Pallavi Dange ◽  
Amruta Wankhede ◽  
Prakashini Bawankule ◽  
...  
Keyword(s):  
Educational Systems ◽  
Digital Learning ◽  
Digital Environment ◽  
Android Application ◽  
Small Step ◽  
Digital Education ◽  
Digital Devices ◽  
Fast Learning ◽  
System A ◽  
Board System

E-Black Board system provides the easiest and convenient way of learning in Educational systems. This project presents a system which takes a small step digital learning. Android application is provided which takes the speech from the user and work in collaboration with the Bluetooth device. In Listening mode, application converts the spoken words into text and displays them onto the LCD screen. Power supply will supply the system energy needed which can be connected to any digital devices (like PC, Laptops, Mobile, etc).The converted text will be then displayed to the LCD screen with the help of Microcontroller. Along with this the customer would be informed about the on-going offers in the store. In today’s digital environment this system provides easy and fast learning facility.

Sign in / Sign up

Export Citation Format

Share Document