● Aticle
DAI Lijuan, AN Na, HUANG Jianping, CHEN Rui, REN Qingxin, ZHU Qiannan, SUN Huamin, WEI Dongye, WU Yue
Objective To quantify the impact of near-vision behaviors and vision environment among elementary students with electronic intelligent devices, and provide technical support for myopia prevention and control. Methods With a cluster sampling method, participants from an elementary school in Nantong city were selected to receive visual acuity test and refraction test, as well as a five-day monitoring of electronic intelligent devices (weekends included) during October to December 2023. The data on the prevalence of myopia in students, near-vision behaviors, outdoor exposure duration, and environmental light intensity were collected. The correlations of factors, such as genders, grades, and myopia status with both near-vision behaviors and vision environment were analyzed. Results The data were obtained from 343 students (91.5%) with electronic intelligent devices, including 167 myopic students (48.7%). The results revealed that the compliance rates of recommended maximum continuous near-work duration and the average outdoor exposure duration were 8.5% and 2.31%. The compliance rates of nighttime illumination were only 24.21%, while compliance rates of the average light intensity during the day were relatively high, reaching 94.52%. Data showed that only 50.14% of students could maintain a distance of 33 cm from their eyes to the books. Compared with female students, male students had shorter near-work time, longer near-work distance, and longer outdoor exposure time, with the significant differences (P<0.01). The differences in daylight and outdoor exposure duration in these grades were statistically significant (P<0.05). In the non-myopic students, there were better conditions in the some aspects, such as the maximum near-work duration (≥ 80 min), average daily duration (≥ 300 min), average near-work distance (≥ 33 cm), average light intensity (at night), and average effective outdoor exposure duration compared with the myopic students. All differences showed statistically significant (all P<0.05). Conclusions The electronic intelligent devices can quantify the near-vision behaviors and vision environment in students. It also has powerful support for the guidance of students’ near-vision behaviors.
Editor-in-Chief: Ma Jun
