Average Daily Screen Time Research Articles

Myopia Progression in Children: A Comparative Analysis of Pre-Pandemic and Pandemic Periods

Background: The COVID-19 pandemic brought about significant changes in children's lifestyles, including increased screen time and reduced outdoor activities due to school closures and lockdowns. These changes raised concerns about potential myopia progression in children. Methods: This study compared the spherical equivalent (SE) measurements of children aged 8-17 years from two time visits: one before the pandemic (September 2019 - February 2020) and one during the pandemic (March 2020 - February 2022). Data on family history of myopia, screen time, and outdoor activities were also collected. Paired t-tests were used to analyze the differences in SE between the two visits. Results: A total of 11 children participated in the study. The mean change in SE was -1.55 D, indicating a significant increase in myopia during the pandemic (p = 0.046). The average daily screen time was 201 minutes, while outdoor activity time was 42 minutes. Conclusion: The findings suggest a potential corelation between increased screen time, reduced outdoor activities, and myopia progression in children during the pandemic. It is crucial to encourage healthy visual habits, including limiting screen time and promoting outdoor activities, to mitigate the impact of the pandemic on children's vision.

Correlation between screen time and physical activity to student’s physical fitness

The development of electronic media may increase screen time (ST) duration, cause students to develop sedentary habits, and decrease their physical activity (PA). Lately, this has been thought to be the cause of the problem of low physical fitness (PF) among students. This study aimed to analyze the correlation between screen time, physical activity, and students' physical fitness. The design of this study was correlational, with a total of 88 subjects in grades 4 and 5 at Primary Laboratoy School (Labschool) Unesa 1. The sampling technique was simple random sampling. Nusantara students' physical fitness test (TKPN) was employed to assessed physical fitness, screen time-based sedentary behaviour questionnaire to assessed sedentary behaviour, and physical activity questionnaires for older children to assessed physical activity level. Data were collected in alignment with the physical education schedule for each class. Multinomial logistic regression was employed for data analysis. Findings revealed a significant simultaneous correlation among sedentary time (ST), physical activity (PA), and physical fitness (PF) (p = 0.017). However, partial analysis indicated no significant correlation between ST and PF (p = 0.517), while PA demonstrated a significant correlation with PF (p = 0.013). The results of the descriptive analysis showed that 73.9% of participants had very poor levels of physical fitness, and 43.18% of participants had low physical activity levels, with an average daily screen time duration of 3.03 hours. Participants accessed electronic media mostly to play games on smartphones, with an average of 2.28 hours. This study concluded that screen time was not directly affecting physical fitness but could reduce physical activity and student fitness. Despite screen time having no direct impact on physical fitness, this study recommends continuing to monitor screen time duration and increasing physical activity levels to mitigate potential risks associated with excessive screen use.

Do Children's Health Behaviors Buffer the Impact of Cumulative Environmental Stress on Emerging Cardiometabolic Risk?

Previous studies have found that exposure to childhood environmental stress is associated with cardiometabolic risk. However, it is not known whether individual health behaviors disrupt this relationship. This study prospectively evaluated the relationship between cumulative environmental stress in a low-income sample and cardiometabolic risk in middle childhood and examined whether child health behaviors attenuated this relationship. In a cohort of children (n=338; 57% Hispanic children; 25% Black children), environmental stressors (family and neighborhood factors representing disadvantage/deprivation) and child health behaviors (accelerometry measured physical activity; parent-reported screen time and diet recalls) were measured over 5 time points beginning when children were aged 2 to 4 years and ending when they were aged 7 to 11 years. Children's cardiometabolic risk factors (body mass index, blood pressure, triglyceride/high-density lipoprotein ratio, glucose, hemoglobin A1c, C-reactive protein) were measured at 7 to 11 years. Emerging cardiometabolic risk was defined as having ≥1 elevations that exceeded clinical thresholds. In adjusted path analyses, greater cumulative environmental stress was associated with higher likelihood of emerging cardiometabolic risk in middle childhood (P<0.001). Higher levels of moderate to vigorous physical activity and fewer sedentary minutes attenuated the positive relationship between stress and cardiometabolic risk (P<0.05). Children with >2 hours of average daily screen time had a higher likelihood of elevated cardiometabolic risk (P<0.01), but screen time did not moderate the stress-cardiometabolic risk relationship. Dietary intake was not related to cardiometabolic risk. Interventions that promote moderate to vigorous physical activity and limit sedentary behavior may have particular importance for the cardiometabolic health of children exposed to high levels of cumulative environmental stress.

The relationship between screen time and gross motor movement: A cross-sectional study of pre-school aged left-behind children in China.

To investigate the level of screen time and gross motor movement level and the correlation between them in left-behind children aged 3 to 6 years old in China. A randomized whole-group sampling method was used to study 817 left-behind children aged 3-6 years in 15 kindergartens in Xiangcheng city, Henan province. The third version of the Test of Gross Motor Development (TGMD-3) was used to test the children's gross motor movement level, and the screen time questionnaire was used to test the children's screen time level. The relationship between the two and the indicators was explored using Pearson's two-sided correlation and multilevel regression. The average daily screen time of left-behind children aged 3-6 years old increased with age, and the reporting rate of >2 h/d ranged from 22.43% to 33.73%; gross motor movement of left-behind children aged 3-6 years old increased with age, with significant differences between age (p<0.05). There was a low to moderate negative correlation (r = -0.133 to -0.354, p<0.05) between screen time and gross motor movement in children aged 3-6 years, and multiple regression analysis showed that screen time was predictive of gross motor movement in children (p<0.05), with an explanation rate of 21.4%. There is a correlation between screen time and gross motor movement development in children aged 3-6 years old left behind, and the gross motor movement ability of children aged 3-6 years old can be developed by reducing screen time and increasing physical activity.

Prospective association of screen time with binge-eating disorder among adolescents in the United States: The mediating role of depression.

Screen time has been reported to be associated with binge-eating disorder (BED) among adolescents in the US; however, potential mediators remain unclear. This study aimed to evaluate depression symptoms as a mediator of the prospective association between screen time and BED. We utilized data from 9465 children (aged 9-11 years at baseline) from the Adolescent Brain Cognitive Development (ABCD) study (2016-2021). A generalized structural equation model was used to examine the prospective association between average daily screen time at baseline and BED at year 2, adjusting for baseline BED diagnosis, and other potential covariates (e.g., age, sex, and income). Mediation was examined using bias-corrected (BC) 95% confidence intervals for the indirect effect of baseline screen time on year 2 BED through depression symptoms (change from baseline to year 1). One hundred and one participants (42.7% male, 49.4% racial/ethnic minority) met the criteria for BED in year 2. Participants were 9.9 years of age on average at baseline, 51.3% identified as male, and 43.1% identified as a racial/ethnic minority. Adjusting for covariates, screen time was prospectively associated with BED (OR = 1.09, 95% CI [1.03, 1.14], p = .005). Depression symptoms (B = .19, BC 95% CI [0.10, 0.28]) partially mediated (9.2%) the prospective association between screen time and BED. Among US adolescents, higher baseline screen time was prospectively associated with BED diagnosis at year 2, and this relationship was partially mediated by increased depression symptoms. Preventive approaches targeting high screen use may have utility for reducing BED risk among adolescents. Among U.S. adolescents, higher screen time was prospectively associated with the incidence of BED. This association was partially mediated by the change in depressive symptoms. Preventive approaches targeting high screen use may have utility for reducing BED risk among adolescents.

Effects of COVID-19 lockdown on children´s sleep quality, physical activity, screen time, and diet.

Background: this study aimed to assess how the COVID-19 lockdown (March to June 2020) affected children's sleep quality, physical activity, screen time, and nutrition. Material and methods: the survey consisted of 479 children from the SENDO project, a pediatric cohort in Spain, aged 4-5 years. The BEAR questionnaire was used to evaluate sleep quality. Hierarchical models with two-level clustering were used to account for intra-cluster correlation between siblings, and the difference regression method was used to study the association between changes in screen consumption and physical activity and changes in sleep quality. Results: the results showed an increase in the consumption of homemade pastries and snacks. Sleep quality worsened significantly during confinement, with a mean score on the BEAR scale of 0.52 before, 1.43 during, and 1.07 after confinement. Although sleep quality improved significantly after the end of confinement, it remained worse than before. The average daily screen time increased from 1.13 hours before confinement to 2.65 hours during confinement. Physical activity decreased during confinement, with the mean number of hours per day decreasing from 1.27 to 0.79. Children who spent more time on screens during confinement had worse sleep quality, as indicated by their higher scores on the BEAR scale. We used the difference regression method to identify a statistically significant association between the increased screen time for leisure hours and the worsening of children's sleep quality during confinement. Conclusion: we observed a significant relationship between confinement and reduced sleep quality. Although the end of the lockdown led to a slight improvement, the average BEAR scale score remained higher post-confinement, suggesting that the consequences of the lockdown may persist over time.

Reported barriers to physical activity and the role of built environment among overweight and obese youth attending a Canadian pediatric weight management clinic

ObjectiveTo assess activity levels and role of the built environment among overweight and obese youth referred to a pediatric weight management clinic. DesignA cross-sectional study using a caregiver-administered survey was completed from October 2017 to February 2018. ResultsThe study analyzed 210 surveys. Participants were 52 % male and average age was 11.6 years (3–18 years). Of those surveyed, 73 % of respondents reported ≥ 2 h of average daily screen time in the past 3 months, and 74 % of children partook in < 60 min of daily physical activity of any intensity. The most common location for physical activity was a recreational facility. The least common was nearby green spaces. Moreover, 77 % of caregivers felt that their child did not engage in enough physical activity, and the most common cited barrier was motivation. The built environment, however, was not cited as a barrier to active living as 90 % of caregivers reported their community was safe, and greater than 80 % of caregivers agreed their community was aesthetically beautiful, well connected with good infrastructure. The majority of commonly used spaces were located within 2 km of their home, however, it was uncommon for children to walk or bike to them. ConclusionOverweight and obese children referred to our clinic are not meeting national recommendations for physical activity and screen time. The built environment does not appear to be a large contributing factor to decreased physical activity in this population and the most common reason cited for lack of physical activity was motivation.

Influence and Outcome of the COVID-19 Pandemic on Digital Eye Strain in Children

Abstract: The term "digital eye strain" (DES) refers to a group of visual and ocular problems brought on by extended usage of digital electronic gadgets. Dry eyes, itchiness, a feeling of a foreign body, watering, blurred vision, and headaches are its hallmarks. Eye strain can also cause non-ocular symptoms such a stiff neck, generalised weariness, headaches, and backaches. In the years before COVID-19, a varying incidence of 5 to 65% has been recorded. Outdoor activities were limited for all age groups due to lockdown regulations during the pandemic, and digital learning took over for nearly two years. The prevalence of DES increased to 50–60% in children alone, but the symptoms also widened to encompass recently developed esotropia and vergence abnormalities. One of the most important eye health issues is myopia. Following proper ergonomics, such as reducing average daily screen time, frequent blinking, better lighting, minimising glare, taking regular breaks from the screen, occasionally shifting focus to a distant object, and adhering to the 20-20-20 rule can help manage DES. High-resolution screens, built-in antireflective coating, matte-finished glass, edge-to-edge displays, and image-smoothing visual effects are examples of innovations in this area. The recommendations for optimising digital screens, cutting-edge technology for spectacle lenses, and built-in filters to enhance visual comfort should be the focus of further research. Our understanding of how to approach DES from an etiological standpoint needs to change in order to investigate tailored remedies. The purpose of this review article is to understand the pathophysiology of various manifestations, risk factors that predispose to them, different types of treatment choices, as well as evolving trends in DES prevalence following COVID-19

Cross-sectional and prospective associations between screen time and childhood neurodevelopment in two Brazilian cohorts born 11 years apart.

The aim of this study was to investigate the associations between screen time from ages 2 to 4 years and child neurodevelopment at age 4. The participants were from the 2004 (N = 3787) and 2015 (N = 3604) Pelotas (Brazil) birth cohort studies. Childhood neurodevelopment was assessed at age 4 using the Battelle Development Inventory. The time children spent on screen devices was reported by their guardians at ages 2 and 4years. Linear regression models were used to investigate the association of: (i) time spent on television at ages 2 and 4years; (ii) time spent on other screens at age 4; and (iii) total screen time at age 4 (television + other screens) with childhood neurodevelopment at age 4. Average daily screen time among children born in 2004 and those born in 2005 aged 4years were 3.4 (SD: 2.4) and 4.4h (SD: 2.9), respectively. Overall, few associations of very small magnitude between screen time and child neurodevelopment were observed. Television time at 2 years of age was statistically associated with lower neurodevelopment at 4 years of age in the 2015 cohort (β = -0.30, 95%CI = -0.55; -0.05). Conversely, television time (β = 0.17, 95%CI = 0.07, 0.26) and total screen time (β = 0.22, 95%CI = 0.13, 0.31) at age 4 were associated with higher neurodevelopment at age 4 in the 2004 cohort. The findings of this study suggest that the amount of time spent on screen devices might not be associated with neurodevelopment of children under 5 years of age. The small magnitude and inconsistencies in the direction of associations did not find evidence to support the current guidelines for screen time at this age. Therefore, more studies, especially those with longitudinal data, are important to comprehend the true effect of screen time on neurodevelopment and other health outcomes.

Media screen time use and mental health in school aged children during the pandemic

BackgroundChildren’s screen time activity has increased significantly during the pandemic. Extended school closures and heightened parent stress are associated with children’s behavioural difficulties and time spent watching screens. The primary aim of this study was to determine which school and household factors were associated with challenging behaviours in Canadian schoolchildren during the COVID-19 pandemic.MethodsThis longitudinal survey study examined the association amongst screen time, internalizing and externalizing behaviours in school-aged children at two time points over the 2020–2021 academic school year. Parents completed survey measures on their parental involvement, stress levels, and their child’s screen time use as well as their emotional and behavioural difficulties.ResultsChildren’s average daily screen time was 4.40 h (SE = 18.45) at baseline and 3.89 h (SE = 16.70) at 1-year follow up, with no significant change across the school year (p = .316). Increased screen time use was associated with a greater incidence of internalizing behaviours in children (p = .03). Children who spent more time on screens and who were in households with parents reporting higher stress levels had increased internalizing behaviours (p < .001). No association between screen time use and externalizing behaviours was evident; however, parent stress was positively associated with children’s externalizing behaviours (p < .001).ConclusionsChildren’s screen time use has remained high during the pandemic and is associated with anxious and depressive symptoms. Children who spent more time on screens and who were in households with parents reporting higher stress levels had increased internalizing behaviours. Parent stress was positively associated with children’s externalizing behaviours. Targeted family intervention plans focused on reducing parent stress and screen time use may aid in improving children’s mental health during the ongoing pandemic.

Determinants of digital eye strain among university students in a district of India: a cross-sectional study.

Digital device usage, especially during the pandemic, has catapulted into a new age problem, the computer vision syndrome. This study aimed to quantify the prevalence and determinants of digital eye strain (DES). A total of 345 university students in India were surveyed in June-July 2022, by a validated tool, the Computer Vision Syndrome Questionnaire (CVS-Q) © in this cross-sectional study. According to American Optometric Association, digital eye strain and computer vision syndrome are synonyms. Non-parametric tests of medians were used to compare the median DES scores, Chi square test to compare categorical variables, and binary logistic regression to find the determinants of DES. The average age of the study participants was 21.0 ± 2.2 years, ranging between 18-26 years with 52.8% females and 47.2% males. The prevalence of DES was 45.5% (CI95% = 40.2%-50.8%). Any existing eye disease (p-value= 0.000, OR= 0.41, 95% CI= 0.26-0.65), average daily screen time (p-value= 0.001, OR = 1.61, 95% CI = 1.22-2.13) and using gadgets in the dark (p-value= 0.000, OR = 0.37, 95% CI = 0.23-0.61) were significant determinants of the same. Framing guidelines limiting the hours allotted for online classes for university students are imperative, with promotion of ergonomic practices for digital device usage such as blue light filters and night mode on devices.

Screen time among Chinese primary and middle school students from 2016 to 2017

To get a better knowledge of the current situation of screen time among primary and secondary school students in all provinces of China from 2016 to 2017. Data was from the China National Nutrition and Health Surveillance of Children and Lactating Women(2016-2017).275 monitoring points were selected from 31 provinces of China by multi-stage stratified cluster random sampling. A total of 280 primary and secondary school students from 2 primary schools, 2 junior middle schools and 1 senior high school were randomly selected from each monitoring point to complete the survey.73629 primary and secondary school students(except grade 9 and grade 12) were included in this study. From 2016 to 2017, the average daily screen time of Chinese primary and secondary school students was(1.65±1.54) hours, M(P25, P75) was 1.29(0.58, 2.21) h. In terms of provinces, the average daily electronic screen time of primary and secondary school students in Beijing, Tianjin, Jilin, Fujian, Guangdong and Hainan is more than 2 hours. In terms of rural and urban areas, the screen time of students in Beijing&apos;s rural and urban areas, Tianjin&apos;s rural areas, Hebei&apos;s urban areas, Liaoning&apos;s rural areas, Jilin&apos;s rural areas, Fujian&apos;s urban areas, Guangdong&apos;s urban areas, Guangxi&apos;s urban areas, Hainan&apos;s rural and urban areas, and Xinjiang&apos;s urban areas all exceeds 2 hours/day. Besides, screen times of rural primary and secondary school students in Beijing(Z=2.62, P&lt;0.01), Tianjin(Z=5.94, P&lt;0.01), Liaoning(Z=11.56, P&lt;0.01), Jilin(Z=-7.59, P&lt;0.01), Shanghai(Z=3.19, P&lt;0.01), Jiangsu(Z=12.00, P&lt;0.01), Zhejiang(Z=-4.80, P&lt;0.01), Anhui(Z=-4.67, P&lt;0.01), Jiangxi(Z=-3.29, P=0.01), and Sichuan(Z=-4.53, P&lt;0.01) are longer than that of urban students. There are urban-rural differences in the average daily electronic screen time and different types of electronic screen time of primary and secondary school students in China&apos;s provinces from 2016 to 2017.

Critical window for the association between early electronic screen exposure and hyperactive behaviors in preschool children

ABSTRACT Electronic screens have become an integral part of modern life, accompanied with growing concerns for children’s neuropsychological development. This study aimed to evaluate the associations between measures of early life screen exposure and hyperactive behaviors among preschool children. The study also aimed to investigate their cumulative effects and the critical window for these associations. A cross-sectional survey was conducted among 52 625 mother-child dyads at preschools in LongHua District of Shenzhen, China. A self-administered structured questionnaire was used to assess socio-demographic characteristics, duration of children’s electronic screen exposure in each of the first 3 years following birth and the presence of current hyperactive behaviors. A series of logistic regression models were used to examine the relationship between previous screen time and current hyperactive behaviors. A crossover analysis was used to explore the critical window for a significant relationship between screen time and hyperactive behaviors. We found that exposure to electronic screens in the first 3 years of life was associated with hyperactive behaviors in preschool children. A cumulative effect was shown in children with an average daily screen time less than 60 min, with adjusted ORs increasing from 1.262 to 1.989 as screen exposure years increased from 1 to 3 years. A critical window was identified in that children in the first 2 years after birth were vulnerable to electronic screen exposure. Exposure to televisions, mobile phones, and computers were all related to elevated risks for hyperactive behaviors. In conclusion, early screen exposure appears to increase the risk for hyperactive behaviors in preschool children with the presence of a cumulative effect, a critical window and different electronic screens having similar effects.

Screen exposure time of children under 6 years old: a French cross-sectional survey in general practices in the Auvergne-Rhône-Alpes region

BackgroundThe advent of miniature, easy-to-use and accessible multimedia products is leading to screen exposure that begins in early childhood. Overexposure in preschool may lead to adverse effects. The main objective of this study was to determine the average daily time (ADT) spent by children under 6 years of age, followed in general practice, in front of television or interactive screens.MethodsA cross-sectional survey was conducted in the Auvergne-Rhône-Alpes region among randomly selected General Practitioners (GPs). The average daily screen time (ADST), regardless of the type of device (TVs, computers, tablets, smartphones, video game consoles), of the included children aged 0 to 2 years and 2 to 5 years was calculated from a self-questionnaire completed by the parents. A multivariate Poisson regression model was performed to analyse daily screen time, adjusted by factors selected on their clinical relevance and statistical significance.ResultsThe 26 participating GPs included 486 parents. They reported an ADST of 26 (± 44) minutes on weekdays and 30 (± 46) minutes on weekends for children under 2 years of age. For children over 2 years of age, the ADST was 66 (± 82) minutes on weekdays and 103 (±91) minutes on weekends. There was an association between the children’s average screen time and certain sociodemographic and environmental factors. Children whose parents had higher levels of education, those living in a family without TV screens or those who were well informed about the possible adverse health consequences of overuse of screens had lower average screen time. On the other hand, children of parents who spent more than 2 hours a day in front of screens, were more exposed.ConclusionsIn our survey, the ADST of children under 6 years of age followed in general practice was higher than the current recommendations. GPs can warn parents of preschool children of the effects of overexposure to screens, particularly parents of at-risk children.

Time to Play in Javanese Preschool Children-An Examination of Screen Time and Playtime before and during the COVID-19 Pandemic.

This comparative-descriptive multi-national research examined the screen time and playtime of preschool children aged 1-6 years before and during the COVID-19 pandemic. Parents reported on the play and screen habits of preschool-aged children on the weekday and weekends using a questionnaire on the lifestyle habits of their children. Results indicated a significant difference in screen time and playtime on the weekday and weekend before the pandemic (screen time: 1.91 ± 2.40 vs. 2.16 ± 2.60 h; playtime: 3.55 ± 2.49 vs. 4.11 ± 2.58 h, both p < 0.05), but during the COVID-19 pandemic, only the weekday-weekend difference in screen time was significantly different (screen time: 2.87 ± 3.15 vs. 3.26 ± 3.18 h, p < 0.05; playtime: 3.25 ± 3.41 vs. 3.48 ± 2.41, p > 0.05). Before- and during-COVID-19 comparisons showed that the average daily screen time increased by 150% from 2.04 h to 3.06 h (p < 0.05), while the average play time decreased by 12.3% (3.83 to 3.36 h, p < 0.05). Based upon international guidelines for movement behaviours of young children, special attention and actions are needed to manage the excessive daily screen time and preserve the average daily playtime of Javanese preschool children. These results present useful benchmarking data for parents, teachers, and health authorities to initiate ameliorative interventions to better balance children's screen time and playtime as Indonesia emerges from the COVID-19 pandemic to a COVID-19 endemic.

The Effect of Parent Training Programmes on Screen Time and Social Function in Children with Autism Spectrum Disorder.

Children with autism spectrum disorder (ASD) are susceptible to excessive electronic screen media (ESM) use. This study aimed to evaluate the effectiveness of a parent training programme in improving the screen time and social functioning of children with ASD. This pre-/post-test quasi-experimental study involved parents by providing them with structured education based on the American Academy of Pediatrics (AAP)' screen time recommendations. In total, 259 children with ASD aged 3 years old-12 years old were eligible. Of those children, 26 were excluded due to comorbidities or taking medications. Additionally, 28 parents participated. Children's screen time were recorded, and social behaviour was scored using the Social Responsiveness Scale pre- and post-intervention. There were significant reductions in the average daily screen time of children with ASD after their parents attended the training programme (-51.25 min; 95% CI: -78.40, -24.10). In subgroups with reduced screen time, the treatment effect of the intervention was significant in improving the social responsiveness total score (-3.09; 95% CI: -5.96, -0.22), the social communication scale (-3.64; 95% CI: -5.91, -1.36) and the restricted interest and repetitive behaviour (RRB) scale (-5.27; 95% CI: -10.29, -0.25). Parental training is effective in reducing screen time and improving social functioning in children with ASD.

Association between screen time and hyperactive behaviors in children under 3 years in China.

Screen time during early life has increased dramatically among Chinese children. Excessive screen time has raised growing concerns about the neuropsychological development of children. The effects of screen exposure on early life and the boundary between screen time and hyperactive behaviors are well worth investigating. We examined associations between screen time and hyperactive behaviors in children under the age of 3 years using data from the Longhua Children Cohort Study (LCCS). A cross-sectional study was conducted among 42,841 3-year-old children from Longhua District, Shenzhen. Information on socio-demographic characteristics, children's annual screen time since birth, and hyperactive behaviors (measured by the Conners Parental Symptom Questionnaire) was collected through self-administered structured questionnaires completed by the primary caregiver. A series of logistic regression models assessed the association between screen time and hyperactive behaviors. The average daily screen time of children under the age of 3 years was 55.83 ± 58.54 min, and screen time increased with age. Binomial logistic regression analysis found that the earlier the screen exposure, the greater the risk of hyperactive behaviors. Using binary logistic regression model, after controlling for confounding factors, the study found that more screen time was more associated with hyperactive behaviors. For children aged 0-3 years with daily screen time exceeding 90, 120, 150, and 180 min, the risk values for hyperactive behaviors were 1.98 [95% confidence interval (CI): 1.05, 3.78), 2.71 (95%CI:1.38, 5.30), 3.17 (95% CI: 1.50, 6.65), and 4.62 (95% CI: 2.45, 8.71)], respectively. Early screen exposure may be associated with hyperactive behaviors in children under the age of 3 years. More than 90 min of screen time per day in children under 3 years was associated with hyperactive behaviors. The findings support the importance of screen time interventions for children under 3 years.

How sedentary are Canadian adults? It depends on the measure.

The new Canadian 24-Hour Movement Guidelines for Adults aged 18-64 years and Adults aged 65 years and older recommend that adults limit daily sedentary time to eight hours or less, including three hours or less of recreational screen time. The eight-hour recommendation was centred between the evidence from research using self-reported sitting time (threshold: seven hours or less per day) and accelerometer-measured sedentary time (threshold: nine hours or less per day). The purpose of this study is to compare the percentages of Canadians meeting three different sedentary thresholds (three hours or less per day of screen time, seven hours or less per day of self-reported sitting time and nine hours or less per day of accelerometer-measured sedentary time). This analysis is based on 2,511 adults (aged 18 to 79 years) from Cycle 3 of the Canadian Health Measures Survey, in 2012 and 2013. Screen time and sitting time were assessed via self-report, and average daily sedentary time was assessed using a hip-worn Actical accelerometer. Adults self-reported an average daily screen time of 3.2 hours (95% confidence interval [CI]: 3.0 to 3.5) and an average daily sitting time of 5.7 hours (95% CI: 5.4 to 6.0). According to accelerometry data, adults accumulated an average of 9.8 hours per day (95% CI: 9.7 to 9.9) of sedentary time. Adherence varied, with 57.7% meeting the self-reported recreational screen time threshold of three hours or less per day, 71.7% meeting the self-reported sitting time threshold of seven hours or less per day and 26.5% meeting the accelerometer-measured sedentary time threshold of nine hours or less per day. The percentage of Canadian adults meeting the three different sedentary behaviour thresholds varied widely. The findings in this article highlight the difference in sedentary time between what Canadians report versus what is measured by an accelerometer.

Digital Eye Strain- A Comprehensive Review.

Digital eye strain (DES) is an entity encompassing visual and ocular symptoms arising due to the prolonged use of digital electronic devices. It is characterized by dry eyes, itching, foreign body sensation, watering, blurring of vision, and headache. Non-ocular symptoms associated with eye strain include stiff neck, general fatigue, headache, and backache. A variable prevalence ranging from 5 to 65% has been reported in the pre-COVID-19 era. With lockdown restrictions during the pandemic, outdoor activities were restricted for all age groups, and digital learning became the norm for almost 2 years. While the DES prevalence amongst children alone rose to 50–60%, the symptoms expanded to include recent onset esotropia and vergence abnormalities as part of the DES spectrum. New-onset myopia and increased progression of existing myopia became one of the most significant ocular health complications. Management options for DES include following correct ergonomics like reducing average daily screen time, frequent blinking, improving lighting, minimizing glare, taking regular breaks from the screen, changing focus to distance object intermittently, and following the 20-20-20 rule to reduce eye strain. Innovations in this field include high-resolution screens, inbuilt antireflective coating, matte-finished glass, edge-to-edge displays, and image smoothening graphic effects. Further explorations should focus on recommendations for digital screen optimization, novel spectacle lens technologies, and inbuilt filters to optimize visual comfort. A paradigm shift is required in our understanding of looking at DES from an etiological perspective, so that customized solutions can be explored accordingly. The aim of this review article is to understand the pathophysiology of varied manifestations, predisposing risk factors, varied management options, along with changing patterns of DES prevalence post COVID-19.

0023 Screen Time and Insomnia Symptoms in University Students

Abstract Introduction Prior research has demonstrated a relationship between screen time and sleep health, but more work is needed to understand the potential impact of reason for screen time and timing (i.e., weekend vs. weekday). This study aimed to determine whether screen time, and reason for use, was associated with insomnia symptoms in a sample of university students during the school term. Further, we sought to determine whether effects differed by weekend/weekday. Methods Participants were 767 enrolled students from two universities (age x̄=20.94 [SD=5.25]; 74% women). Insomnia symptoms were assessed with the Insomnia Severity Index (ISI); screen time was a self-report of average daily screen time for a variety of purposes (productivity, social media, streaming media, browsing the internet, or video games) on weekdays/workdays and weekends/off days. Results A total of 16.4% of the sample had insomnia symptoms in the clinical range (ISI x̄=9.1 [SD=5.3]). Participants reported 10.0 hours (SD=4.5) of screen time per day on weekdays and 10.8 hours (SD=5.2) per day on weekends. During the week, the most screen time (44%; x̄=4.4 [SD=2.6] hours/day) was spent on productivity (work or school). On weekends, the most screen time (30%; x̄=3.3 [SD=2.1] hours/day) was spent on streaming media. More screen time on the weekends was associated with greater insomnia symptoms (r=.10, p=.004), but not during the week (r=.05, p=.185). Regression analyses indicated weekend screen time accounted for 2% of the variance in insomnia symptoms, and this relationship was driven by screen time for productivity (beta=.09, p=.017) and video games (beta=.09, p=.019). Conclusion Among university students, self-reported screen time during the week was not associated with elevated insomnia symptoms. Weekend screen time, particularly for the purpose of productivity and video games, was associated with elevated insomnia symptoms though the effect was small. Although screen time is often highlighted as a key contributor to poor sleep health, this impact was minimal in the current study. Future work should continue to examine whether different motivations for screen time is associated with various facets of sleep health, and delineate these associations by weekend vs. weekday. Support (If Any) None