Examining risk factors related to digital learning and social isolation: Youth visual acuity in COVID-19 pandemic

Liu, Ji; Chen, Qiao Yi; Dang, Jingxia

doi:10.7189/jogh.11.05020

Cited by 27 publications

(30 citation statements)

References 39 publications

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“…Previous investigations have reported ( 4 – 6 ) that home confinement during the COVID-19 was associated with the myopia shift. Wang et al proposed that the age of 6–8 years is the critical period for the development of myopia in children, possibly because younger children's refraction status is more sensitive to environmental changes ( 15 ).…”

Section: Discussionmentioning

confidence: 87%

“…Liu et al pointed out that extended sedentary engagement with digital devices and psychosocial stress associated with prolonged social isolation were important risk factors for the development of myopia. ( 6 , 14 ). During the COVID-19 pandemic, the outdoor activities of children and teenagers were reduced because of the various lockdown measures imposed on populations everywhere to contain the spread of the virus.…”

Section: Discussionmentioning

confidence: 99%

“…From January 2020 to August 2020, the Ministry of Education of the People's Republic of China estimated that more than 220 million children and adolescents stayed home and engaged in online education in China (3). Previous studies have reported that closures of schools and studying at home may have elevated psychosocial stress and affected physical health (4)(5)(6).…”

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confidence: 99%

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The Impact of Study-at-Home During the COVID-19 Pandemic on Myopia Progression in Chinese Children

Wei

et al. 2022

Front. Public Health

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Background: To assess the impact of study-at-home during the COVID-19 pandemic on myopia development in Chinese schoolchildren.Methods: This historical cohort involved two groups with a total of 154 children. The exposed group was formed from 77 children aged 8 to 10 years who studied at home in the 7-month period during the COVID-19 pandemic (follow-up period: January – August 2020) and did not study at home in the 7-month period before the COVID-19 outbreak (baseline period: July 2019 – January 2020). Seventy-seven children who did not undergo study-at-home (baseline period: 7 months in 2015, follow-up period: 7 months in 2016) were included in the control group. Cycloplegic refraction, axial length and uncorrected visual acuity were measured 3 times. The questionnaire mainly focused on collecting visual habits.Results: Myopia progression was similar between the two groups in the baseline period. However, in the follow-up period the exposed group had a greater change in refraction toward myopia (−0.83 ± 0.56 D) than the control group (−0.28 ± 0.54 D; p < 0.001). In addition, the exposed group exhibited a significantly greater change in refraction toward myopia in the follow-up period (−0.83 ± 0.56 D) than in the baseline period (−0.33 ± 0.46 D; p < 0.001). Difference-in-difference analysis indicated that study-at-home accelerated the change in refraction toward myopia (t = −0.567; p < 0.001).Conclusions: During the COVID-19 pandemic study-at-home accelerated the change of refraction toward myopia in children.

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Section: Discussionmentioning

confidence: 87%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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The Impact of Study-at-Home During the COVID-19 Pandemic on Myopia Progression in Chinese Children

Wei

et al. 2022

Front. Public Health

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“…In addition to the above diseases, long-term screen time of web-based online learning and lack of physical activities may also lead to anxiety, depression, and other physical and mental diseases, and maybe related to an increased risk of fundus diseases, such as transient amaurosis, and other ischemic retinopathy ( 52 ). Liu et al found that psychosocial stress accompanying prolonged social isolation during the pandemic was a risk factor for myopia development ( 53 ). Lack of social interaction during a pandemic and increasing psychosocial stressors are both risk factors.…”

Section: Possible Effects Of Web-based Online Learning On Visual Functionmentioning

confidence: 99%

Online Learning-Related Visual Function Impairment During and After the COVID-19 Pandemic

Fan

Wang

Kong

et al. 2021

Front. Public Health

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This study aimed to review the consequences of increased online learning, which was precipitated by the coronavirus disease 2019 (COVID-19), on visual function, as well as the methods for preventing the associated visual impairment. The recent finding implies that a higher incidence of myopia may be observed during the pandemic than that before. The myopia prevalence was 59.35% in COVID-19, which was higher than that in the normal period. COVID-19-related influence of developing myopia among students should be addressed and under control. Online learning precipitated by COVID-19 is likely to increase the global burden of visual function impairment. This review highlighted useful measures to prevent online learning-related visual function impairments, including the following: (1) desktop illumination of no >300 lx, online learning time for primary, and middle-school students of no more than 20–30 min per session; (2) daily video time for preschool children not exceeding 1 h, and for school-age children and adolescents not exceeding 2 h; (3) after every 30–40 min of online learning, moving eyes away from the screen or closed for 10 min; (4) engaging in outdoor activities for ≥ 2 h a day; (5) suitable screen and learning environment settings and correct postures for reading and writing; (6) sufficient sleep and proper nutrition. Preventing online learning-related visual impairment during and after this unprecedented pandemic will facilitate future ophthalmic practice.

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“…Nonetheless, several co-existing factors influenced the online education process, learning outcomes and students’ physical, psychological and social well-being. For instance, findings from a recent study based upon a large sample of school children in China reveals that exposure to increased screen-time during daily e-learning significantly increases the risk of myopia symptoms [ 29 ]. The study findings also recommended increased engagement in outdoor activities to mitigate this risk, which demonstrated a negative relationship with the progression of myopia symptoms in these children.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia

et al. 2021

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Educational institutions in Saudi Arabia extended e-learning until the third semester of the academic calendar to prevent the spread of COVID-19 infection and to achieve 70% inoculation for the Saudi population. This study assesses the impact of extended e-learning and other associated stressors on the emotional health of university students in Saudi Arabia. An online cross-sectional survey collected data between the months of January–March 2021. The emotional signs of stress were measured by using a subset of items from the COVID-19 Adolescent Symptom and Psychological Experience Questionnaire (CASPE). Data about demographic variables, educational characteristics and academic performance were also collected. A regression analysis was performed to determine predictors of emotional health. A total of 434 university students including females (63%) and males (37%) provided responses. One-third of students (33%) indicated that the COVID-19 pandemic and its resulting changes including online distance studies greatly influenced their daily lives in a negative way. The regression analysis demonstrated that female students and students with average academic performance had increased vulnerability to experience emotional signs of stress (p < 0.05). The factors ‘Not going to university’ and ‘Not having a routine life’ were significant predictors of stress responses (p < 0.01) and (p < 0.001) respectively. E-learning during the COVID-19 pandemic made it possible for students to complete their studies as per academic calendar; simultaneously, it increased the vulnerability to experience stress, particularly for female students and students with average academic performance. These findings imply that academic advising and counseling services should be more readily available during digital studies to support at risk students.

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Examining risk factors related to digital learning and social isolation: Youth visual acuity in COVID-19 pandemic

Cited by 27 publications

References 39 publications

The Impact of Study-at-Home During the COVID-19 Pandemic on Myopia Progression in Chinese Children

The Impact of Study-at-Home During the COVID-19 Pandemic on Myopia Progression in Chinese Children

Online Learning-Related Visual Function Impairment During and After the COVID-19 Pandemic

The Impact of Extended E-Learning on Emotional Well-Being of Students during the COVID-19 Pandemic in Saudi Arabia

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