Children's computer interaction in schools

Abstract

This paper describes the macro-ergonomics approach currently being delivered in collaboration with a West Australian school community to ensure healthy computing for students in middle school (ages 11- 17 Years). Background: Introduction of notebook computers in many schools has become integral to learning. While this is rewarding from an educational perspective, increased screen-based exposure has been associated with potential risks to physical and visual health. Unhealthy computing behaviours include frequent and long durations of exposure; awkward postures due to inappropriate furniture and workstation layout, and ignoring computer-related discomfort. Methods: This research uses a community-based participatory research approach. Students in Year 7 in 2011 at a co-educational middle school, their parents, and teachers have been recruited. Baseline data was collected on students' knowledge of computer ergonomics, current notebook exposure, and attitudes towards healthy computing behaviours; and teachers' and self-perceived competence to promote healthy notebook use among students, and what education they wanted. The intervention phase is a health promotion program that is being developed by an inter-professional team in collaboration with students, teachers and parents to embed concepts of ergonomics education in relevant school activities and school culture. End of year changes in reported and observed student computing behaviours will be used to determine the effectiveness of the program. Significance: Building a body of evidence regarding physical health benefits to students from this school-based ergonomics program can guide policy development on the healthy use of computers within children's educational environments. Additionally, an approach that attends to epidemiological risk factors, whole community attitudes, environmental factors and the organizational environment and culture of the community is essential.