Seomun Gyeongae, Lee Jung-Ah, Kim Eun-Young, Im Meeyoung, Kim Miran, Park Sun-A, Lee Youngjin
Korea University, Seoul, Korea.
West J Nurs Res. 2013 Oct;35(9):1184-204. doi: 10.1177/0193945913491838. Epub 2013 Jun 17.
This qualitative study used the grounded theory approach to analyze digital textbook-related health experiences of school-age children. In-depth interviews were held with 40 elementary school students who had used digital textbooks for at least a year. Data analysis revealed a total of 56 concepts, 20 subcategories, and 11 categories related to digital textbook health issues, the central phenomena being "health-related experiences." Students' health-related experiences were classified into "physical" and "psychological" symptoms. Adverse health effects related to digital textbook usage were addressed via both "student-led" and "instructor-led" coping strategies. Students' coping strategies were often inefficient, but instructor-led strategies seemed to prevent health problems. When health issues were well managed, students tended to accept digital textbooks as educational tools. Our findings suggest that students can form healthy computer habits if digital textbook usage is directed in a positive manner.
这项定性研究采用扎根理论方法，分析学龄儿童与数字教科书相关的健康体验。对40名使用数字教科书至少一年的小学生进行了深入访谈。数据分析揭示了总共56个概念、20个子类别和11个与数字教科书健康问题相关的类别，核心现象是“与健康相关的体验”。学生的健康相关体验分为“身体”和“心理”症状。与数字教科书使用相关的不良健康影响通过“学生主导”和“教师主导”的应对策略来解决。学生的应对策略往往效率低下，但教师主导的策略似乎可以预防健康问题。当健康问题得到妥善管理时，学生倾向于将数字教科书作为教育工具接受。我们的研究结果表明，如果以积极的方式引导数字教科书的使用，学生可以形成健康的计算机使用习惯。
