Online Learning-Related Visual Function Impairment During and After the COVID-19 Pandemic

This study aimed to review the consequences of increased online learning, which was precipitated by the coronavirus disease 2019 (COVID-19), on visual function, as well as the methods for preventing the associated visual impairment. The recent finding implies that a higher incidence of myopia may be...

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Autores principales:	Qian Fan, Hongxia Wang, Wenjun Kong, Wei Zhang, Zhouyue Li, Yan Wang
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	COVID-19 online learning visual function pandemic measures Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/f5f2d7af338049bc8b6140222e82599b
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spelling	oai:doaj.org-article:f5f2d7af338049bc8b6140222e82599b2021-12-01T13:06:17ZOnline Learning-Related Visual Function Impairment During and After the COVID-19 Pandemic2296-256510.3389/fpubh.2021.645971https://doaj.org/article/f5f2d7af338049bc8b6140222e82599b2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpubh.2021.645971/fullhttps://doaj.org/toc/2296-2565This study aimed to review the consequences of increased online learning, which was precipitated by the coronavirus disease 2019 (COVID-19), on visual function, as well as the methods for preventing the associated visual impairment. The recent finding implies that a higher incidence of myopia may be observed during the pandemic than that before. The myopia prevalence was 59.35% in COVID-19, which was higher than that in the normal period. COVID-19-related influence of developing myopia among students should be addressed and under control. Online learning precipitated by COVID-19 is likely to increase the global burden of visual function impairment. This review highlighted useful measures to prevent online learning-related visual function impairments, including the following: (1) desktop illumination of no >300 lx, online learning time for primary, and middle-school students of no more than 20–30 min per session; (2) daily video time for preschool children not exceeding 1 h, and for school-age children and adolescents not exceeding 2 h; (3) after every 30–40 min of online learning, moving eyes away from the screen or closed for 10 min; (4) engaging in outdoor activities for ≥ 2 h a day; (5) suitable screen and learning environment settings and correct postures for reading and writing; (6) sufficient sleep and proper nutrition. Preventing online learning-related visual impairment during and after this unprecedented pandemic will facilitate future ophthalmic practice.Qian FanHongxia WangWenjun KongWei ZhangZhouyue LiYan WangFrontiers Media S.A.articleCOVID-19online learningvisual functionpandemicmeasuresPublic aspects of medicineRA1-1270ENFrontiers in Public Health, Vol 9 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	COVID-19 online learning visual function pandemic measures Public aspects of medicine RA1-1270
spellingShingle	COVID-19 online learning visual function pandemic measures Public aspects of medicine RA1-1270 Qian Fan Hongxia Wang Wenjun Kong Wei Zhang Zhouyue Li Yan Wang Online Learning-Related Visual Function Impairment During and After the COVID-19 Pandemic
description	This study aimed to review the consequences of increased online learning, which was precipitated by the coronavirus disease 2019 (COVID-19), on visual function, as well as the methods for preventing the associated visual impairment. The recent finding implies that a higher incidence of myopia may be observed during the pandemic than that before. The myopia prevalence was 59.35% in COVID-19, which was higher than that in the normal period. COVID-19-related influence of developing myopia among students should be addressed and under control. Online learning precipitated by COVID-19 is likely to increase the global burden of visual function impairment. This review highlighted useful measures to prevent online learning-related visual function impairments, including the following: (1) desktop illumination of no >300 lx, online learning time for primary, and middle-school students of no more than 20–30 min per session; (2) daily video time for preschool children not exceeding 1 h, and for school-age children and adolescents not exceeding 2 h; (3) after every 30–40 min of online learning, moving eyes away from the screen or closed for 10 min; (4) engaging in outdoor activities for ≥ 2 h a day; (5) suitable screen and learning environment settings and correct postures for reading and writing; (6) sufficient sleep and proper nutrition. Preventing online learning-related visual impairment during and after this unprecedented pandemic will facilitate future ophthalmic practice.
format	article
author	Qian Fan Hongxia Wang Wenjun Kong Wei Zhang Zhouyue Li Yan Wang
author_facet	Qian Fan Hongxia Wang Wenjun Kong Wei Zhang Zhouyue Li Yan Wang
author_sort	Qian Fan
title	Online Learning-Related Visual Function Impairment During and After the COVID-19 Pandemic
title_short	Online Learning-Related Visual Function Impairment During and After the COVID-19 Pandemic
title_full	Online Learning-Related Visual Function Impairment During and After the COVID-19 Pandemic
title_fullStr	Online Learning-Related Visual Function Impairment During and After the COVID-19 Pandemic
title_full_unstemmed	Online Learning-Related Visual Function Impairment During and After the COVID-19 Pandemic
title_sort	online learning-related visual function impairment during and after the covid-19 pandemic
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/f5f2d7af338049bc8b6140222e82599b
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Online Learning-Related Visual Function Impairment During and After the COVID-19 Pandemic

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