使用计算机终端及不同休息方案对调节聚散功能影响分析

目的 研究使用计算机终端及不同的休息方案对调节、聚散功能的影响.方法 30名受试者均接受5种不同阅读方案:(1)连续计算机终端阅读2h后休息10min.(2)连续书本阅读2h后休息10min.(3)连续计算机终端阅读1h后休息10min(休息1方案).(4)计算机终端阅读总时间1h,每30min间隔休息5min(休息2方案).(5)计算机终端阅读总时间1h,每15min间隔休息2min(休息3方案).每次阅读前后分别查眼部屈光、调节反应(调节滞后度)、单眼调节幅度、聚散功能(集合近点、调节性集合/调节[accommodative convergence/accommodation,AC/A]、远近距水平隐斜、远近距融像性水平聚散力).结果 (1)连续2h计算机终端阅读后较书本阅读更易出现调节滞后值增加、调节幅度下降、集合近点远移、近距水平外隐斜增加内隐斜减小、近距融像性水平聚合力减弱(P＜0.05).(2)连续计算机终端阅读2h较1h更易出现调节滞后值增加、调节幅度下降、集合近点远移(P＜0.05).(3)调节滞后值、调节幅度、集合近点、近距离水平内外隐斜在三种休息方案之间的差异具有统计学意义(P＜0.05),休息3方案优于其它方案.结论 使用计算机终端阅读较书本阅读更易对调节、聚散功能产生影响,且随时间的不同出现差异.三种不同休息方案比较,每使用计算机终端阅读15min间隔休息2min对调节、聚散功能影响最小.

Effects of work-rest schedules on accommodation,vergence for computer terminal reader

Objective To evaluate the effects of work-rest schedules on accommodation,vergence for computer terminal reader.Methods Thirty participants underwent 5 reading assignments: (1) 2-hour continuous computer-hased reading,followed by 10 minutes rest; (2) 2-hour continuous book-based reading,followed by 10 minutes rest; (3) 1 hour continuous computer-based reading followed by 10 minutes rest (work-rest schedule 1,WS1); (4) 1-hour computer-based reading with a 5-min break in every 30 mins (WS2); (5) 1-hour computer-based reading with a 2-min break in every 15 mins (WS3).On the same day before and after assignment,non-Cycioplegic refraction,lag of accommodation (LA),accommodation amplitude (AA),and vergence (including near point of convergence [NPC],horizontal phoria [HP] at near [HP-N]and far [HP-F] distance,and horizontal fusionai vergence [HFV] at near and far distance,accommodative convergence/accommodation[AC/A]) were measured.Results People with reading assignment 1 were more likely to have increased LA,NPC,horizontal exophoria at near distance (HP-N exo),and decreased AA,horizontal esophoria at near distance (HP-N eso),horizonta fusional convergence at near distance (HFC-N) than did people with reading assignment 2 (P＜0.05).These changes but HP and HFC-N were more profound in people with assignment 1 than in people with assignment 3 (WS1) (all with P＜0.05).These changes but HFCN were seen in people with WS1/WS2 than in people with WS3 (all with P＜0.05).Conclusions Computer-based reading is more likely to affect accommodation and vergence than book-based reading.The impacts increase with longer reading time.Compared with WS1 and WS2,WS3 is the optimal reading schedule with least impact on accommodation and vergence.