新冠肺炎疫情期间大学生在线学习及其与视疲劳的关系

王烁; 宗志强; 王仁杰; 乔皖豫; 田雨垚; 张子辰; 周超; 许韶君

doi:10.16835/j.cnki.1000-9817.2021.10.011

新冠肺炎疫情期间大学生在线学习及其与视疲劳的关系

doi: 10.16835/j.cnki.1000-9817.2021.10.011

王烁¹,
宗志强²,
王仁杰^{1, 3},
乔皖豫¹,
田雨垚¹,
张子辰¹,
周超¹,
许韶君^{1, 3, ,}

1.
安徽医科大学公共卫生学院，合肥 230032
2.
安徽医科大学第二临床医学院
3.
出生人口健康教育部重点实验室/人口健康与优生安徽省重点实验室

基金项目:

安徽医科大学新型冠状病毒感染的肺炎疫情应急科研攻关项目 YJGG202001

详细信息

作者简介:
王烁(2000-)，女，安徽阜阳人，在读本科

宗志强(2000-)，男，安徽淮北人，在读本科

通讯作者:
许韶君, E-mail：xushaojun@ahmu.edu.cn

王烁与宗志强为共同第一作者。
中图分类号: R179 G647.8 R779.7
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- 被引次数: 0
出版历程
- 收稿日期: 2021-03-13
- 修回日期: 2021-05-18
- 网络出版日期: 2021-10-25
- 刊出日期: 2021-10-25

The relationship between online learning and eye strain in college students during the COVID-19 outbreak

1.
School of Public Health, Anhui Medical University, Hefei (230032), China

摘要

摘要: 目的了解新型冠状病毒(COVID-19)肺炎疫情期间高校大学生在线学习和视疲劳现状，为指导学生用眼健康提供科学依据。方法设计并发放自填电子问卷，2020年3月16—20日收集安徽省合肥市1 046名在校大学生疫情期间在线学习情况和视疲劳症状相关信息，采用单因素和多因素Logistic回归分析大学生在线学习情况与视力疲劳的关联。结果大学生疫情期间视疲劳检出率为72.1%，男生和女生的视疲劳检出率分别为68.4%和74.6%。男生在线学习时间 < 6 h/d、网络频繁卡顿、课堂内容难以理解报告率高于女生，大一学生网络偶尔卡顿、课堂氛围活跃报告率最高，大三学生在线学习时间 < 6 h/d、课堂内容容易理解报告率最高，医学类大学生网络频繁卡顿、课堂氛围不活跃报告率高于非医学类大学生，差异均有统计学意义(χ²值分别为17.36，8.72，7.02，15.26，16.11，15.33，32.59，11.79，11.03，P值均 < 0.05)。多因素Logistic回归分析显示，女生[OR值为1.40(1.06~1.87)]，在线学习时间6~ < 8和≥8 h/d组大学生[OR值分别为1.43(1.01~2.03)和1.54(1.10~2.15)]，网络频繁卡顿组大学生[OR值为2.28(1.25~4.14)]，课堂内容能够理解和难以理解组大学生[OR值分别为2.54(1.73~3.74)和5.40(2.70~10.80)]更易视疲劳(P值均 < 0.05)。结论女生、在线学习时间≥8 h/d、网络频繁卡顿、课堂内容难以理解与大学生视疲劳呈正向关联。应关注疫情期间大学生的用眼健康，减少在线学习对视疲劳的影响。
- 冠状病毒属 /
- 学习 /
- 视疲劳 /
- 回归分析 /
- 学生
Abstract: Objective To describe online learning and eye strain situation of college students during the COVID-19 outbreak, to provide a scientific basis for guiding students' eye health. Methods A self-filled electronic questionnaire survey through questionnaire star was administered to college students across China. Information about online learning and eye strain of 1 046 college students during the epidemic was collected in Hefei, Anhui Province from March 16 to 20, 2020. The univariate and multivariate Logistic regression analysis were performed to analyze the association between online learning and eye strain of college students. Results The rate of eye strain during online learning was 72.1%, totally of 68.4% in 421 male students and 74.6% in 625 female students. Boys with online learning time < 6 h/d, slow internet access, difficulty in understanding online class reported higher rate of eye strain than girls(χ²=17.36, 8.72, 7.02, P < 0.05). Freshmen reported the highest rate of slow internet access occasionally and active online class(χ²=15.26, 16.11, P < 0.05), junior students reported highest rate of online learning time < 6 h/d, and easy understandable online class(χ²=15.33, 32.59, P < 0.05), medical college students reported higher rate of slow internet access, inactive online class than non-medical college students(χ²=11.79, 11.03, P < 0.05). Multivariate Logistic regression analysis showed that odds ratio(OR) of eye strain in females was 1.40 (1.06-1.87), compared with males; the OR of eye strain were 1.43 (1.01-2.03) and 1.54 (1.10-2.15) in the groups with online learning time 6- < 8 h/d and ≥8 h/d, respectively, compared with the group with online learning time < 6 h/d, the OR of eye strain in the groups with slow internet access was 2.28 (1.25-4.14), compared with students without slow internet access, the OR of eye strain in the capable-to-understand and difficult-to-understand group were 2.54 (1.73-3.74) and 5.40 (2.70-10.80) respectively, compared with the easy-to-understand group. Conclusion Female students, online learing time ≥ 8 h/d, slow internet access, difficult to understand class content were positively related with college students eye strain. Attention should be paid to the eye health of college students to reduce the adverse effects of online learning on vision.during the COVID-19 epidemic.
- Coronavirus /
- Learning /
- Asthenopia /
- Regression analysis /
- Students
注释:

1) 王烁与宗志强为共同第一作者。

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表 1 不同人口统计学特征大学生在线学习情况分布比较

Table 1. The distribution of online learning status of college students with different demographics

人口统计学指标	选项	人数	统计值	在线学习时间/(h·d^-1)			网络卡顿			课堂氛围			课堂内容
人口统计学指标	选项	人数	统计值	< 6	6~ < 8	≥8	从未	偶尔	频繁	活跃	一般	不活跃	容易理解	能够理解	难以理解
性别	男	421		167(39.7)	99(23.5)	155(36.8)	30(7.1)	281(66.7)	110(26.1)	87(20.7)	231(54.9)	103(24.5)	53(12.6)	318(75.5)	50(11.9)
	女	625		190(30.4)	218(34.9)	217(34.7)	41(6.6)	467(74.7)	117(18.7)	108(17.3)	383(61.3)	134(21.4)	75(12.0)	505(80.8)	45(7.2)
			χ²值	17.36			8.72			4.32			7.02
			P值	＜0.01			0.01			0.12			0.03
年级	大一	232		75(32.3)	70(30.2)	87(37.5)	13(5.6)	176(75.9)	43(18.5)	56(24.1)	141(60.8)	35(15.1)	12(5.2)	195(84.1)	25(10.8)
	大二	218		73(33.5)	58(26.6)	87(39.9)	16(7.3)	156(71.6)	46(21.1)	39(17.9)	130(59.6)	49(22.5)	23(10.6)	163(74.8)	32(14.7)
	大三	369		148(40.1)	111(30.1)	110(29.8)	30(8.1)	270(73.2)	69(18.7)	69(18.7)	205(55.6)	95(25.7)	64(17.3)	282(76.4)	23(6.2)
	大四及以上	227		61(26.9)	78(34.4)	88(38.8)	12(5.3)	146(64.3)	69(30.4)	31(13.7)	138(60.8)	58(25.6)	29(12.8)	183(80.6)	15(6.6)
			χ²值	15.33			15.26			16.11			32.59
			P值	0.02			0.02			0.01			＜0.01
专业类型	医学类	487		151(31.0)	157(32.2)	179(36.8)	25(5.1)	336(69.0)	126(25.9)	70(14.4)	299(61.4)	118(24.2)	50(10.3)	396(81.3)	41(8.4)
	非医学类	559		206(36.9)	160(28.6)	193(34.5)	46(8.2)	412(73.7)	101(18.1)	125(22.4)	315(56.4)	119(21.3)	78(14.0)	427(76.4)	54(9.7)
			χ²值	4.09			11.79			11.03			4.14
			P值	0.13			< 0.01			< 0.01			0.13
注：()内数字为构成比/%。

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表 2 大学生在线学习情况与视疲劳的关系

Table 2. The relationship between online learning status and eye strain in college students

组别	选项	人数	视疲劳		单因素分析		多因素分析
组别	选项	人数	检出人数	检出率/%	OR值(OR值95%CI)	P值	OR值(OR值95%CI)	P值
性别	男	421	288	68.4	1.00		1.00
	女	625	466	74.6	1.35(1.03~1.78)	0.03	1.40(1.06~1.87)	0.02
年级	大一	232	172	74.1	1.00
	大二	218	164	75.2	1.06(0.69~1.62)	0.79	-	-
	大三	369	255	69.1	0.78(0.54~1.13)	0.19	-	-
	大四及以上	227	163	71.8	0.89(0.59~1.34)	0.57	-	-
在线学习时间/	< 6	357	232	65.0	1.00		1.00
(h·d^-1)	6~ < 8	317	237	74.8	1.60(1.14~2.23)	< 0.01	1.43(1.01~2.03)	0.04
	≥8	372	285	76.6	1.77(1.28~2.44)	< 0.01	1.54(1.10~2.15)	0.01
网络卡顿	从未	71	41	57.7	1.00		1.00
	偶尔	748	531	71.0	1.79(1.09~2.94)	0.01	-	-
	频繁	227	182	80.2	2.96(1.67~5.25)	＜0.01	2.28(1.25~4.14)	0.01
课堂氛围	活跃	195	121	62.1	1.00
	一般	614	443	72.1	1.58(1.13~2.22)	0.01	-	-
	不活跃	237	190	80.2	2.47(1.61~3.80)	＜0.01	-	-
课堂内容	容易理解	128	65	50.8	1.00		1.00
	能够理解	823	607	73.8	2.72(1.86~3.98)	＜0.01	2.54(1.73~3.74)	＜0.01
	难以理解	95	82	86.3	6.11(3.10~12.07)	＜0.01	5.40(2.70~10.80)	＜0.01

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