Faculty of Education, Shaanxi Normal University, Xian, Shaanxi, China.
School of Basic Medical Sciences, Xian Jiaotong University, Xian, Shaanxi, China.
BMC Ophthalmol. 2021 Oct 19;21(1):370. doi: 10.1186/s12886-021-02133-9.
Despite effectiveness in delaying the spread of the pandemic, frequent and extended disruption to children's livelihoods have fomented new norms in which learning routines encounter immense change. In particular, increased sedentary e-learning engagement with electronic screens and exposure to stressful circumstances are likely to pose adverse risks for children's vision development.
This present study examines the link between near-sighted refractive error, and sedentary exposure to electronic screens, psychosocial stress level, and outdoor activities. A Rapid Survey Methodology (RSM) design was utilized to collect information on subject's vision condition, sedentary electronic screen use, and level of psychosocial stress, in addition to detailed socio-demographic background characteristics.
This study involves 2234 subjects enrolled in 1st to 6th grade in primary schools. Every 1 diopter hour increase in electronic screen use per day is associated with 1.036 OR (95% CI =1.024-1.047, p-value< 0.050), while every 1 h • W m sr of illuminance-weighted electronic screen use per day is associated with 2.285 OR (95% CI =1.829-2.855, p-value< 0.050) increased likelihood of near-sighted refractive error. Higher level of psychosocial stress is associated with 2.441 OR (95% CI =1.870-3.187, p-value< 0.050) and 2.403 OR (95% CI =1.839-3.141, p-value< 0.050) increased likelihood of near-sighted refractive error. Frequency of outdoor activity is not significantly associated with increased likelihood of near-sighted refractive error (p-value> 0.050).
Findings in this study show that many factors, including grade level and prior vision condition, contribute to increased risks of near-sighted refractive error during the COVID-19 pandemic. More strikingly, pandemic-related behavioral modifications such as lengthy sedentary electronic screen use and elevated levels of psychosocial stress are two critical channels affecting children's eye health.
尽管频繁且长期的儿童基本生活中断在延缓大流行传播方面非常有效，但它也形成了新的规范，其中学习常规发生了巨大变化。特别是，增加久坐的电子学习与电子屏幕的接触以及面临的压力环境很可能对儿童的视力发育产生不利风险。
本研究检查了近视屈光不正与电子屏幕久坐暴露、心理社会压力水平和户外活动之间的联系。采用快速调查方法（RSM）设计来收集有关研究对象视力状况、久坐电子屏幕使用以及心理社会压力水平的信息，此外还收集了详细的社会人口统计学背景特征。
这项研究涉及 2234 名在小学 1 至 6 年级就读的学生。每天电子屏幕使用时间增加 1 个视度小时，与 1.036 的 OR（95%CI=1.024-1.047，p 值<0.050）相关；而每天每 1 小时•W m sr 加权电子屏幕使用照度与 2.285 的 OR（95%CI=1.829-2.855，p 值<0.050）相关，近视屈光不正的可能性增加。较高的心理社会压力水平与 2.441 的 OR（95%CI=1.870-3.187，p 值<0.050）和 2.403 的 OR（95%CI=1.839-3.141，p 值<0.050）相关，近视屈光不正的可能性增加。户外活动的频率与近视屈光不正的可能性增加没有显著相关性（p 值>0.050）。
本研究的结果表明，包括年级和以前的视力状况在内的许多因素导致了 COVID-19 大流行期间近视屈光不正的风险增加。更引人注目的是，与大流行相关的行为改变，如长时间久坐的电子屏幕使用和心理社会压力水平升高，是影响儿童眼睛健康的两个关键渠道。
