Determinación de la fatiga ocular debido a teletrabajo en los docentes de la universidad UNIANDES de Ecuador.

Villacrés, Gustavo Eduardo Fernández; Naranjo, Fausto Alberto Viscaino; Ocaña, Luis Antonio Llerena; Naranjo, Freddy Patricio Baño

doi:10.46377/dilemas.v8i3.2673

“…La Asociación Estadounidense de Optometría informa que realizan 10 millones de exámenes oculares por año para detectar problemas visuales relacionados con el uso de la computadora y su tendencia de convertirse en un riesgo de salud pública (7). La gravedad del SVI es consecuencia directa de la mayor duración de exposición a la pantalla digital (8)(9)(10).…”

Section: Introductionunclassified

Síndrome visual informático en escolares peruanos durante la pandemia COVID-19

Mamani,

Luis-Velasquez,

Inciso-Mendo

et al. 2023

revistavive

1

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El SVI como problema de salud, también puede tener un impacto económico significativo y sus consecuencias perjudiciales pueden continuar incluso cuando la pandemia haya terminado. Objetivo. Determinar la prevalencia y causas relacionadas del síndrome visual informático (SVI) entre los estudiantes de 12 a 17 años, durante la COVID-19. Materiales y Métodos. Se realizó una investigación de tipo transversal, observacional, analítica y cuantitativa, la población estuvo constituida por 345 estudiantes de educación secundaria, se aplicó una encuesta a través de GoogleForms usando como instrumento, el cuestionario de Computer Vision Sympton Scale (CVSS17). Resultados. Se evidenció que los participantes padecen del síndrome visual informático (SVI) entre un nivel leve a muy severo (67%), la mayoría de los participantes presentan mayor uso de dispositivos digitales por día de 4-6 horas. Sintomatología de fotofobia a pantalla 73,3%, dolor de ojos 69,9% y ardor de ojos 66,4%. No evidencia enfermedades visuales 77.7%; algunos casos eventuales de miopía, astigmatismo, hipermetropía y anisometropía, por lo cual, se concluye que los participantes padecen del síndrome visual informático entre un nivel leve a muy severo (67%). Conclusiones. Se sugiere solicitar un diagnóstico completo que permita tener una información real del daño ocasionado por el SVI.

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Navigating techno-stress: A qualitative exploration of university faculty's experiences and perspectives in the Peruvian context amidst the return to classes and the post-COVID-19 era

Suyo-Vega,

Meneses-La-Riva,

Fernández-Bedoya

2023

F1000Res

0

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Background: Technology serves as a potent tool that enhances the quality of teaching and learning experiences. However, when educators lack proficiency in utilizing technology, it leads to obstacles in providing effective education, resulting in emotions of frustration, diminished self-assurance, and uncertainty regarding their teaching abilities. This study aims to investigate the experiences of university faculty members in relation to the impact of technology on their mental well-being. Methods: For this qualitative study, ten professionals engaged in university-level teaching, encompassing research domains, were selected for interviews. Inclusion criteria were based on teaching experience, tenure, specific courses or subjects taught, and active involvement during the research phase. The guiding question for the study was framed as follows: "What are the experiences and perceptions of university faculty members concerning techno-stress?" Additionally, the study identified four subcategories: work overload, social and emotional interaction, adaption to new technologies, and expectations and teaching quality. Results: Techno-stress is a composite of emotional and physical reactions triggered by the improper use of technology. Faculty members’ encounters with techno-stress have substantial implications for their quality of life. The subcategories shed light on different aspects of the faculty’s experiences, including the burden of excessive workload, the influence of social and emotional interactions, the process of adapting to evolving technologies, and the connection between expectations and the quality of their teaching. Conclusions: This research underscores the significance of technology in higher education, highlighting its potential to positively impact teaching and learning. Nevertheless, faculty members’ struggles with techno-stress indicate a pressing need for effective training and support. Establishing limits on connectivity with technology and others emerges as a crucial step in maintaining a healthy work-life balance. Ultimately, addressing techno-stress and providing appropriate guidance are essential for safeguarding the well-being of university faculty members and, consequently, enhancing the overall educational experience.

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Navigating techno-stress: A qualitative exploration of university faculty's experiences and perspectives in the Peruvian context amidst the return to classes and the post-COVID-19 era

Suyo-Vega,

Meneses-La-Riva,

Fernández-Bedoya

2024

F1000Res

0

View full text Add to dashboard Cite

Background: Technology serves as a potent tool that enhances the quality of teaching and learning experiences. However, when educators lack proficiency in utilizing technology, it leads to obstacles in providing effective education, resulting in emotions of frustration, diminished self-assurance, and uncertainty regarding their teaching abilities. This study aims to investigate the experiences of university faculty members in relation to the impact of technology on their mental well-being. Methods: For this qualitative study, ten professionals engaged in university-level teaching, encompassing research domains, were selected for interviews. Inclusion criteria were based on teaching experience, tenure, specific courses or subjects taught, and active involvement during the research phase. The guiding question for the study was framed as follows: "What are the experiences and perceptions of university faculty members concerning techno-stress?" Additionally, the study identified four subcategories: work overload, social and emotional interaction, adaption to new technologies, and expectations and teaching quality. Results: Techno-stress is a composite of emotional and physical reactions triggered by the improper use of technology. Faculty members’ encounters with techno-stress have substantial implications for their quality of life. The subcategories shed light on different aspects of the faculty’s experiences, including the burden of excessive workload, the influence of social and emotional interactions, the process of adapting to evolving technologies, and the connection between expectations and the quality of their teaching. Conclusions: This research underscores the significance of technology in higher education, highlighting its potential to positively impact teaching and learning. Nevertheless, faculty members’ struggles with techno-stress indicate a pressing need for effective training and support. Establishing limits on connectivity with technology and others emerges as a crucial step in maintaining a healthy work-life balance. Ultimately, addressing techno-stress and providing appropriate guidance are essential for safeguarding the well-being of university faculty members and, consequently, enhancing the overall educational experience.

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Determinación de la fatiga ocular debido a teletrabajo en los docentes de la universidad UNIANDES de Ecuador.

Cited by 4 publications

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Síndrome visual informático en escolares peruanos durante la pandemia COVID-19

Síndrome visual informático en escolares peruanos durante la pandemia COVID-19

Navigating techno-stress: A qualitative exploration of university faculty's experiences and perspectives in the Peruvian context amidst the return to classes and the post-COVID-19 era

Navigating techno-stress: A qualitative exploration of university faculty's experiences and perspectives in the Peruvian context amidst the return to classes and the post-COVID-19 era

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