School children’s use of digital devices, social media and parental knowledge and involvement – the case of Abu Dhabi

Badri, Masood; Alnuaimi, Ali; Rashedi, Asma Al; Yang, Guang; Temsah, Khaled

doi:10.1007/s10639-016-9557-y

Cited by 24 publications

(11 citation statements)

References 33 publications

(34 reference statements)

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“…These characteristics meant that the data in our study were gathered from younger children and a larger sample population than the previous study from India. [ 6 ] The average screen time per day was found to be 7.02 h (range: 1–12 h) in our study, which is higher than that found by Mohan et al ,[ 6 ] who reported an average screen time of 3.9 h. This figure was also higher than those reported by UK studies, which found that participants spent approximately 4 h using display devices, and by Badri et al ,[ 10 ] who reported that students spent an average of 5.2 h per day on social media. These two reports were published before online learning was made mandatory during the COVID-19 pandemic, which may be why they report students spending less time using display devices.…”

Section: Discussioncontrasting

confidence: 74%

Digital eye strain and its associated factors in children during the COVID-19 pandemic

Demirayak

Tuğan

Toprak³

et al. 2022

Indian J Ophthalmol

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Purpose: This study was undertaken to identify the prevalence of symptoms related to the use of display devices and contributing factors in children engaged in distance learning during the COVID-19 pandemic. Methods: An online electronic survey form was prepared using Google Forms (Alphabet Co., Mountain View, CA) and sent to parents of children under the age of 18 years engaged in distance learning during the COVID-19 pandemic. The types of display devices children use, how often such devices are used, the symptoms of digital eye strain, and the severity and frequency of the symptoms were recorded, and the associations between the factors were analyzed. Results: A total of 692 participants were included. The mean age of the children was 9.72 ± 3.02 years. The most common display devices used were personal computers ( n = 435, 61.7%) for online classes and smartphones ( n = 400, 57.8%) for nonacademic purposes. The mean duration of display device use was 71.1 ± 36.02 min without a break and 7.02 ± 4.55 h per day. The most common reported symptom was headache ( n = 361, 52.2%). Of the participants, 48.2% ( n = 332) reported experiencing 3 or more symptoms. The multivariate analysis detected that being male ( P = 0.005) and older age ( P = 0.001) were independent risk factors for experiencing 3 or more symptoms. Conclusion: The increasing use of digital devices by children is exacerbating the problem of digital eye strain in children as a side effect of online learning. Public awareness should be improved.

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Section: Discussioncontrasting

confidence: 74%

Digital eye strain and its associated factors in children during the COVID-19 pandemic

Demirayak

Tuğan

Toprak³

et al. 2022

Indian J Ophthalmol

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“…In a study conducted in India before the COVID era, only 40% of children used smartphones for the purpose of a school project, and only 3.3% used> 5 h per day on digital devices [7]. In addition, 73.50% of children used digital devices at a distance of <18 inches, in contrast to a study by Ichapujani et al [8] in which 56% maintained a reasonable range of digital devices of students were associated with weight in our study.…”

Section: Discussionmentioning

confidence: 98%

Prevalence of Computer Vision Syndrome in School Going Children During COVID Era

Sanghavi

Saoji

et al. 2021

JPRI

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Background: Prolonged use of electronic devices poses a significant risk of Computer vision syndrome (CVS). Computer Vision syndrome is emerging as the next unexpected epidemic of the COVID era. Almost all children attending regular online schools are suffering from mild to severe Computer vision syndrome. Besides health problems, CVS also results in concentrate difficulties in studies and decrease a child’s performance. Awareness regarding CVS is increasing among folks of all ages since it has hit not just school going children but their parents as well who are pursuing work from home. Materials and Methods: From March 2020 to March 2021, a multidisciplinary study was conducted to look at the increase in CVS and related factors among school-age children in School of Scholars, Nagpur taking online classes. The randomized controlled trial was used to select 600-school aged children between the ages of 8 and 17, and data was collected using a systematic questionnaire completed by the children's parents. Results: CVS was found in 345 (57.5%) of the 600 children studied, which is very concerning. With proportions of 83.50 percent, 66.33 percent, and 62.17 percent, respectively, the most common reported signs of CVS were eyestrain, eye inflammation, and eye pain. CVS are linked to daily screen use and pre-existing eye disorder. Conclusion: To deter CVS, it is critical to reduce screen time, improve parent and child understanding of safety precautions, and receive management support. To protect a child's overall well-being, we encourage policymakers and parents to restrict e-learning, since it will never be a suitable replacement for conventional classroom instruction.

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“…Among the social media used by Emirati students, WhatsApp had the largest user base at 86.5%, followed by Kik Messenger (36.3%), Facebook Messenger (32.3%), Viber (26.9%), and MS Messenger (26.5%) (Badri et al, 2017b). These figures reflected approximately 82% of the participants, who had accounts in various sites.…”

Section: United Arab Emirates and Technology In Educationmentioning

confidence: 99%

Use of Social Media in Teaching High School Students: A Case of United Arab Emirates

Jenaibi

Mansoori²

2021

Contemporary Review of the Middle East

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The use of social media platforms by the education sector has grown significantly in the past decade. The advancement in information and technology has prompted the integration of social media use in education. Social media use has revolutionized the learning processes from what was traditionally teacher-centered to the current student-centered approach. People between 16 and 24 years of age are considered among the active users of social media; hence, by incorporating an important part of their lives in school activities, learning may become more amusing and improve performance. Despite the United Arab Emirates being considered the technological hub of the Middle East, it has made minimal steps toward integrating social media in the learning system for high school students. This article explores the type of social media used by students and teachers in the Emirati high school system and examines the favorable social media tools used in learning in high schools by teachers and students and responds to questions like the purposes of using social media in learning and does social media use in learning affect student and teacher satisfaction and attitude? Further, it asks what the impacts of using social media on learning are. Finally, it discusses the challenges students and teachers come across when using social media for learning.

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School children’s use of digital devices, social media and parental knowledge and involvement – the case of Abu Dhabi

Cited by 24 publications

References 33 publications

Digital eye strain and its associated factors in children during the COVID-19 pandemic

Digital eye strain and its associated factors in children during the COVID-19 pandemic

Prevalence of Computer Vision Syndrome in School Going Children During COVID Era

Use of Social Media in Teaching High School Students: A Case of United Arab Emirates

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