计算机视觉综合征的危险因素:中小学和大学生眼部原因综述

Viddina Xyquizintya Maroef, Retno Adriyani, I Wayan Gede Artawan Eka Putra
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引用次数: 0

摘要

简介:根据2022年公布的一项调查结果,手机用户已占世界人口的三分之二(67.1%)。这一数字在过去一年中增长了1.8%,相当于新增了9500万移动用户。然而,小工具经常被滥用,并可能导致一种名为计算机视觉综合征(CVS)的健康问题。本研究旨在确定中小学生发生眼部CVS症状的危险因素。讨论:本研究采用文献综述法进行。本研究的主要来源是通过设置纳入和排除标准的筛选过程获得的文章。这项研究表明,在总共发现的1763篇文章中,有27篇符合预定标准。在27篇文章中,共有18篇(66.7%)以大学生为调查对象,其中24篇使用横断面研究方法(88.9%)。在本研究中,发现了16种CVS眼部症状。CVS的风险因素是个人特征(18岁以下的学生和18-25岁的学生,以及戴隐形眼镜或眼镜的小工具用户)、智能手机用户、个人习惯和操作小工具时的环境照明。结论:这项研究得出的结论是,如果学生不支持使用小工具的习惯,比如在使用小工具的活动之间安排休息时间,他们就有患CVS的风险。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Risk Factors of Computer Vision Syndrome: A Review of Ocular Causes Among School and College Students
Introduction: According to the results of a survey published in 2022, mobile phone users have reached two-thirds (67.1%) of the world population. This number has increased by 1.8% over the past year, which is equivalent to 95 million new mobile users. However, gadgets are often misused and can cause a health problem called Computer Vision Syndrome (CVS). This study aimed to identify risk factors for the occurrence of ocular CVS symptoms among school and college students. Discussion: This study was conducted using the literature review method. The main sources for this study were articles obtained through the selection process by setting inclusion and exclusion criteria. This study showed that from a total of 1,763 articles found, 27 articles met the predetermined criteria. A total of 18 of the 27 articles (66.7%) had college student as respondents, and 24 of the 27 articles used cross-sectional research methods (88.9%). In this study, 16 CVS ocular symptoms were found. The risk factors for CVS were individual characteristics (students aged under 18 years and students aged 18–25 years, and gadget users with contact lenses or glasses), smartphone users, individual habits, and ambient lighting while operating gadgets. Conclusions: This study concludes that students are at risk of experiencing CVS if they do not support gadget use with habits such as implementing rest periods between activities using gadgets.
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