June 2017
Volume 58, Issue 8
Open Access
ARVO Annual Meeting Abstract  |   June 2017
Diverse visual behavior patterns in students in the same classroom
Author Affiliations & Notes
  • Longbo Wen
    Optometry, Aier School Of Ophthalmology,CSU, Changsha, China
  • Yingpin Cao
    Optometry, Aier School Of Ophthalmology,CSU, Changsha, China
  • Yihao Huang
    Glasson Technology Co.Ltd, Hangzhou, Zhejiang, China
  • Yan Wu
    Glasson Technology Co.Ltd, Hangzhou, Zhejiang, China
  • Xiang Li
    California NanoSystems Institute,UCLA, Los Angeles, California, United States
  • Weizhong Lan
    Optometry, Aier School Of Ophthalmology,CSU, Changsha, China
  • Zhikuan Yang
    Optometry, Aier School Of Ophthalmology,CSU, Changsha, China
  • Footnotes
    Commercial Relationships   Longbo Wen, None; Yingpin Cao, None; Yihao Huang, Glasson Technology Co. Ltd (E); Yan Wu, Glasson Technology Co. Ltd (E); Xiang Li, None; Weizhong Lan, None; Zhikuan Yang, None
  • Footnotes
    Support  None
Investigative Ophthalmology & Visual Science June 2017, Vol.58, 2403. doi:
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    • Get Citation

      Longbo Wen, Yingpin Cao, Yihao Huang, Yan Wu, Xiang Li, Weizhong Lan, Zhikuan Yang; Diverse visual behavior patterns in students in the same classroom. Invest. Ophthalmol. Vis. Sci. 2017;58(8):2403.

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      © ARVO (1962-2015); The Authors (2016-present)

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Abstract

Purpose : Animal studies indicate that patterns of visual stimulus have a significant impact on eye growth. The project was performed to depict the visual behavior patterns for individual students by measuring the dynamic changes of viewing distance and ambient illuminance.

Methods : Twenty-three year-4 students were enrolled for the study. Each was requested to wear in a typical weekend day and a typical weekday a device named ClouclipTM. ClouclipTM can measure the reading distance per 5 seconds and ambient illuminance per 2 minutes. Time for nearwork and for outdoor exposure was defined as the time during which the distance was not more than 70 cm and that the ambient illuminance was higher than 800 lux, respectively. The interruption of nearwork was defined as duration for viewing far was not shorter than 20 seconds and two episodes of nearwork would be regarded if the duration was longer than 2 minutes. Data was shown as Mean+/- 1SD.

Results : In the weekend day, the average total duration for nearwork was 257+/- 13.8 minutes [range: 16~711 min] and 22+/- 5.5 minutes [range: 0~111 min] for outdoor exposure for these students. By contrast, in the weekday the average total duration for viewing near was 345+/- 12.6 minutes [range: 16~711 min] and 57+/- 7.3 minutes [range: 0~160 min] for outdoor exposure. With regards to behavior pattern, the average duration to have an interruption of nearwork in the weekend day was 12.65 +/- 19.49 minutes [range: 1.85~65.59 min], with 21.7% (5/23) students did not shift their focus from near to far at all during nearwork. The duration of shifting between indoor and outdoor exposure was 4.65 +/- 1.90 minutes [range: 2~9.25 min], with 39.1% (9/23) students did not expose to outdoor environment at all for the whole day. The diversity also existed in the weekday. The average duration to have an interruption of nearwork in the weekday was 7.03 +/- 8.14 minutes [range: 1.51~31.67 min], with 8.7% (2/23) students did not shift their focus from near to far at all during nearwork. The duration of shifting between indoor and outdoor exposure was 5.64 +/- 4.30 minutes [range: 2~17 min], with 30.4% (7/23) students did not expose to outdoor environment at all.

Conclusions : Evidence was established to prove distinct visual behavior patterns amomg students even in the same classroom. These parameters would provide important data to relate the behavior pattern to individual emmetropization in future studies.

This is an abstract that was submitted for the 2017 ARVO Annual Meeting, held in Baltimore, MD, May 7-11, 2017.

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