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Survey on Issues in Using Tablet Computers in Classrooms and Physical Fatigue among Elementary School Students教室でのタブレット端末利用における課題と児童の疲労に関する調査

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Abstract

Along with the education informatization, use of tablet computers in school classrooms is gaining considerable popularity as a means of improving educational quality. Accordingly, investigating the tablet computer usage among students from an ergonomics viewpoint is important because the usage environment in schools differs from that in daily life. For example, in the classroom, students use tablet computers in their own seats that exist in a bright indoor environment. This study focuses on how elementary school students face difficulties and if they experience fatigue while using tablet computers. This study aims to understand the current situation of elementary school students using tablet computers. A total of 830 elementary school students, including first to sixth graders, who used tablet computers in classrooms for over a year responded to the survey. The results revealed that 57% of the elementary school students faced difficulty while looking at a tablet screen because of its glare. Moreover, approximately one out of every three students experienced physical fatigue from using a tablet computer, with the most common symptoms being visual fatigue and neck and shoulder pains. Therefore, the results suggest the necessity to take measures that enable students to use tablet computers without difficulty to achieve the purpose of building a learning environment using the information and communication technology.
1.はじめに
  















Survey on Issues in Using Tablet Computers
in Classrooms and Physical Fatigue among Elementary
School Students  

教室でのタブレット端末利用における課題と児童の疲労に関する
調査1
柴田隆史2,佐藤和紀3,堀田龍也4
    
          
             
         
                 
              
                
    
                  
                   
            
       
       
             


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








1 2019262019820
2 
School of Education, Tokyo University of Social Welfare
3 
Faculty of Education, Tokoha University
4 
Graduated School of Information Sciences, Tohoku University
󱒗󱒖󱒗

原著論文

 

















2.学校でのタブレット端末利用と研究の目的































3.調査方法
3-1.調査対象




















  

 
 



3-2.調査内容


 
󱒗󱒖󱒘


1タブレット端末での学習の得意さに関する設問

  
 
2タブレット端末の使いやすさに関する設問
 





















  









3身体疲労に関する設問







 







3-3.分析









4.結 果


4-1.タブレット端末での学習の得意さ


np
手のひら 手のこう
足のこう
頭の後ろ
足のうら
前面 後面
1

Fig. 1   

󱒗󱒖󱒙

4-2.タブレット端末の使いやすさ
 

np

n
p 
np















np


5 133646
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設問1. タブレット端末を使って学習するのは得意である.
あて はまらな あまりあてはまら ない 少し あては まる あては まる
2

Fig. 2    

16152840
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設問4.タブレット端末を傾けて使うことがある.
ない あまりな ときどきある よくあ
7525
0% 20% 40% 60% 80% 10 0%
設問3.画面に蛍光灯が映りこむことを知っていましたか?
はい いいえ
16274413
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設問2.画面に蛍光灯が映りこんで,見にくいことがある.
ない あまりな ときどきある よくあ
3
Fig. 3
61171112
0% 20% 40% 60% 80% 10 0%
設問7.画面の明るさを自分で調整することがある.
ない あまりな ときどきある よくあ
27193519
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設問6.画面の文字が小さくて見にくいので,
表示を大きくしたことがある.
ない あまりな ときどきある よくあ
4
Fig. 4
21223324
0% 20% 40% 60% 80% 10 0%
設問11.指やペンで文字が書きにくいと思うことがある.
ない あまりな ときどきある よくあ
12204028
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設問10.指やペンを使って,画面の思った通りの場所に
絵や文字が書けずに,ずれてしまうことがある.
ない あまりな ときどきある よくあ
7 122952
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設問9.絵や文字を自由に書くときに,
タブレットペンを使うことがある.
ない あまりな ときどきある よくあ
29202526
0% 20% 40% 60% 80% 10 0%
設問8.絵や文字を自由に書くときに,指を使うことがある.
ない あまりな ときどきある よくあ
5 
Fig. 5
󱒗󱒖󱒚

np

nn.s.

np


np

np












4-3.身体疲労



np   

n
p


np
4-4.身体疲労に関連する要因





  






  







1
Tab. 1   

 







    
    
    
    
    
    
    
    
    
    
    
 
49152215
0% 20% 40% 60% 80% 10 0%
設問15.タブレット端末を使っていて,
腕や肩などの体のつかれを感じることがある.
あて はまらな あまりあてはまら ない 少し あては まる あては まる
23222827
0% 20% 40% 60% 80% 10 0%
設問14.タブレット端末を使うときの方が,
紙の教科書を使うときよりも目がつかれると思う.
あて はまらな あまりあてはまら ない 少し あては まる あては まる
32372210
0% 20% 40% 60% 80% 10 0%
設問13.タブレット端末を使うときは,
紙の教科書を使うときよりも目を近づけていると思う.
あて はまらな あまりあてはまら ない 少し あては まる あては まる
6

Fig. 6   

󱒗󱒖󱒛












Fp󱒷
βpβ
pβp





4-5.身体疲労の部位
 







  
 

  











χ

χ
pV

p

p
χ

pV
p
χ

pV
p
5.考 察
5-1.タブレット端末の使いやすさ
 



󰙗


















見ることの不便
調整してうまく
使うスキル
使用歴
タブレット端末
使うことによる
身体疲労
.44***
.11**
.08
矢印の数値は,標準偏回帰係数を示す
***
p<0.001,
**
p<0.01,
p<0.05
R
2
=.24
***
7
Fig. 7  

󱒗󱒖󱒜










a’
b’
d’
e’ f’
g’
h’
i’
j’
n’ m’
1.6%
2.0%
1.8%
1.8%
1.8%
1.8%
2.0%
1.9%
2.8%
1.9%
1.6%
1.8%
0.5%
0.5%
a’
b’
c’
d’
e’
f’
g’
h’
i’
j’
k’
l’
m’
n’
0% 5% 10% 1 5% 20% 2 5%
疲労の訴え率
4.3%
5.1%
4.6%
4.3%
4.5%
5.1%
4.9%
5.3%
6.7%
5.4%
3.9%
4.2%
1.0%
1.2%
a
b
c
d
e
f
g
h
i
j
k
l
m
n
0% 5% 10% 1 5% 20% 2 5%
a
bcd
e f
ghi
j
k
mn
l
疲労の訴え率
10.4%
11.0%
5.4%
4.2%
4.1%
0.2%
0.2%
0.2%
0.2%
0.8%
0.8%
0.4%
0.5%
1.1%
1.1%
8.2%
8.6%
1.8%
2.3%
1.8%
3.3%
2.2%
2.9%
4.9%
7.1%
21
22
26
31
32
33
34
37
38
41
42
45
46
49
50
51
52
53
54
55
56
57
58
59
60
21 22
26
51 52
53
54
55 56
57
59
58
60
31 32
33 34
37 38
41 42
45 46
49 50
0% 5% 10% 1 5% 20% 2 5%
疲労の訴え率
16.1%
17.7%
0.8%
0.8%
0.2%
0.7%
0.6%
0.7%
0.7%
0.8%
0.8%
0.7%
0.7%
0.4%
0.4%
1.0%
1.0%
10.6%
11.4%
2.9%
4.2%
1.9%
3.3%
2.8%
4.0%
7.2%
12.0%
0% 5% 10% 1 5% 20% 2 5%
19
20
23
24
25
27
28
29
30
35
36
39
40
43
44
47
48
51
52
53
54
55
56
57
58
59
60
1920
2324
52 51
53
54
55
57
58
59
60
56
25
2728
2930
3536
39
40
43
4748
44
疲労の訴え率
1
23
4
15
1.9%
0.8%
0.7%
0.2%
18.3%
0% 5% 10% 1 5% 20% 2 5%
1
2
3
4
15
疲労の訴え率
1
16
1718
567
89 1011
12
13
14
23
3.7%
1.8%
1.4%
1.8%
19.6%
23.3%
0.8%
0.6%
0.4%
0.4%
0.4%
0.4%
0.2%
8.2%
8.3%
8.7%
0% 5% 10% 1 5% 20% 2 5%
1
2
3
5
6
7
8
9
10
11
12
13
14
16
17
18
疲労の訴え率
8
Fig. 8
󱒗󱒖󱒝




 

 






  





























 







































4年 5年 6年
0%
5%
10%
15%
20%
25%
30%
(7番) (15番) (20番)
疲労の訴え率
9
Fig. 9    

󱒗󱒖󱒞

    









5-2.身体疲労について















































   




























6.おわりに





󱒗󱒗󱒕










謝 辞


文 献
  
 





 
  


  

  
  








 
 


   
 


   


      
 
  
  


   

  




 



 










   
 
   


 󰉉 
 

著者情報
柴田隆史(ばたたかし,正会員,連絡著者

 







佐藤和紀(さとうかずのり)







堀田龍也(ほりたたつや)







󱒗󱒗󱒖

... In Japan, the Ministry of Education, Culture, Sports, Science and Technology has implemented the Global and Innovation Gateway for All School program, which encourages the use of digital devices for all children attending elementary, junior high, and high schools. approximately one in three students experienced physical fatigue while using tablets and that the most common symptoms included visual fatigue, neck pain, and shoulder pain [1] . According to Demirayak et al., the increasing use of digital devices for online learning can exacerbate digital eye strain in children [2] . ...
... To verify the extent of this influence, the viewing distance was measured three times for one observer when viewing the top right corner of the screen at a distance of 40 cm. The results showed that the viewing distance could be measured even when viewing the sides of the screen and that the difference between the measured average and the actual oblique distance (1) 205 Paper » Measurement of Viewing Distance and Posture Using the Front Cameras of Digital Devices to Support Children's Health was +1.13 cm. It was considered that the error was not a major problem affecting the purpose of this study. ...
Article
The use of digital devices, especially for school learning, is growing rapidly. Although the use of digital devices has positive effects, their prolonged use can lead to visual fatigue, myopia, and physical fatigue. To address these concerns, we developed functions to measure viewing distance and posture by capturing the user's face and body position using the front camera of their digital devices. Furthermore, we derived an approximation equation to determine the viewing distance based on the interpupillary distance of the captured image and examined its validity. To measure posture, we proposed a method to determine whether the observer is leaning forward or upright. Using the developed functions, the simultaneous time-series measurement data of viewing distance and postural change were graphically presented, demonstrating that it is possible to presume the observer's condition and provide appropriate health support. Moreover, the application of the proposed measurement method in school learning was discussed.
... Regarding the daily use of information devices and health issues such as fatigue, Shibata et al. [70] conducted a survey of 830 children from 1st to 6th grade who had used tablet devices for at least one year in elementary school and found that about 57% of the children felt that the fluorescent light reflected on the tablet device screen made it difficult to see, and one out of three children felt physical fatigue in the eyes, neck, and shoulders. ...
Article
Full-text available
In this paper, we 1) review the trend of informatization in elementary and secondary education in Japan, 2) summarize the individualization of learning in today’s educational policy, and 3) attempt to map the outcomes of educational technology research to the present day. The trend of individualization of learning in elementary and secondary education in Japan is characterized by the following two points: (1) the appropriate treatment of learning content, represented by CAI (Computer Assisted Instruction), which has been studied in the field of educational technology for a long time, has been put to practical use; and (2) the results of recent research on self-regulated learning based on the achievements of the psychology of learning that are now being reflected in elementary and secondary education.
Article
As electronic displays have become to be used under ambient illumination environment, the situations have been increased which the screens are exposed to the various types of ambient light sources. Since the reflection of ambient light by the screen generally results in the lack of visibility of the displayed contents, anti‐glare layer (AGL) on top of the screen has been applied to suppress unwanted reflection. Meanwhile, handheld digital devices have been actively adopted to enhance the quality of learning experiences. Although it was pointed out that the impact of glare may lead to shorter viewing distance or poor posture of the students, there was not enough information regarding the relation between writing and optical characteristics of the anti‐glare screen. The purpose of this study is to provide information, which will help to select the appropriate screens for each application. Through the experiments with different AGLs and the displays, coefficient of friction, gloss value, sparkle contrast, and display modulation transfer function (MTF) were selected to characterize the writing and the optical characteristics. While the trend of the gloss values was similar to that of the display MTF, the trend of the sparkle contrast was different from them. These results were summarized as radar charts.
Article
Full-text available
Telepresence robots using tablet devices are attracting attention as one of the key support measures for students under long-term medical treatment or truant from school. This study aimed to research the characteristics of head/neck angles and gaze information (viewing angle, gazing rate, and viewing distance) of junior and senior high school students under three class categories when they participated in their actual classes using a telepresence robot. Six participants (five healthy junior high school students and one high school student with cancer under hospitalization) participated voluntarily. They attended three class categories, namely classroom lectures, breaks, and exercise classes, using a telepresence robot. Their head/neck angles and gaze information were analyzed. The head flexion angle was significantly deeper during the classroom lecture (-20.4°) than during the exercise class (-4.7°) and break (-12.3°, p<0.01, p=0.06). While the gazing rate on screen reached 56% during the classroom lecture, it was 89% during seminar lectures and 88% during breaks (p=0.01, p=0.02). Based on these biomechanical/visual characteristics of telepresence robot use, we identified and summarized ergonomic issues to be addressed in the future when implementing the telepresence robots in school education.
Conference Paper
Full-text available
Current studies on tablets and digital pens mainly focus on the modalities of input in the field of HCI (human computer interaction). However, the effect of the changes of environmental parameters on pen-based input operation, such as tilt angle of tablet, has rarely been studied. This paper mainly investigates (1) how pen-based input operation is affected while changing tilt angle of tablet (2) at which tilt angle of tablet, can user do pen-based input operation with comfort, quickness, and accuracy. The conclusions can be got based on the results from the experiments and questionnaire. In order to compare penbased input operation among different tilt angle of tablet (0, 15, 30, 45 and 60 degrees), two experiments of 1-dimensional and 2-dimensional pointing tasks based on Fitts' law were conducted. Results show that when tilt angle of tablet is 30 degrees, it is most suitable for user to do pen-based input operation.
Article
Full-text available
As American children spend more time working at computers, they may be putting themselves at risk for musculoskeletal disorders and other conditions that can result from overuse. There is little research that describes the home computer use of American middle school children or that describes the prevalence of musculoskeletal discomfort in this population. This study provides a general description of the computer set-up and home use of 152 6th grade children and looks at the association between overall musculoskeletal discomfort and various ergonomic variables. 152 6th grade children completed the Musculoskeletal Discomfort Questionnaire and a survey of home computer use. More than half of the children reported some musculoskeletal discomfort within the last year. This pain could be made worse by computer use. Students reported that they had three computers in their house, and that they generally did not have furniture specifically designed for computer use. There was a significant association between the number of hours on the computer and overall musculoskeletal discomfort (r = 0.19, p = 0.05). The odds ratios between having furniture designed for the computer and touch typing and musculoskeletal discomfort were borderline significant, but suggested that students without proper furniture were more likely to have musculoskeletal discomfort (OR = 1.89, 95% CI = 0.94-3.84) and that those who could touch type were less likely to have musculoskeletal discomfort (OR = 0.54, 95%, CI = 0.26-1.10), OR). American children are reporting moderate amounts of musculoskeletal discomfort and this discomfort can be associated with computer use. Risk factors associated with computer use and discomforts are similar to those reported in the adult literature. Further study is necessary to understand the similarities and differences between adult and children computer use and how to protect both from developing musculoskeletal discomfort.
Article
Tablets and other mobile devices can be tilted during use. This study examined the effect of tablet tilt angles on reading performance, target-tapping performance, wrist and forearm posture, user comfort and users' tilt angle preferences. Ten participants used tablets alternating among four different tilt angles: 0°, 30°, 45°, 60° and a user selected angle. Head, neck, wrist and forearm postural data were collected, along with reading and target-tapping performance. Subjective, perceived impressions were gathered via Likert scale questions. Neck flexion decreased significantly as tilt angle increased. The extreme tilt angles, 0° and 60°, were least preferred while the self-chosen tilt angle, averaging about 34°, was most preferred. Tapping performance was significantly better for the self-chosen tilt angle; however, this may be a practice effect. No effect of tilt was observed on reading performance or for forearm and wrist posture.CONCLUSIONS: Tablet tilt angles should include a range of 20° to 50° at minimum.
Article
We investigated changes in the prevalence of myopia and mean changes in refractive errors in Japanese students from 3 to 17 years old from 1984 to 1996. Mass ophthalmologic surveys were performed annually during the course of the study. The age-specific frequency distribution of refractive errors remained similar for 6-year-old students (defined in this study as students in the first grade of primary school) during the 13-year period, but the distribution became gradually skewed toward myopia for 12-year-old students (defined in this study as students in the first grade of junior high school). Comparisons between 1984 and 1996 examinations showed a considerable increase in the incidence of myopia among those 7 years of age or older, and changes in mean refractive errors also demonstrated a greater shift toward myopia, especially in students older than 10 years, for whom the changes were statistically significant. In this 13-year period, the prevalence of myopia increased from 49.3% to 65.6% in 17-year-old students. In addition to the annual mass ophthalmologic examinations, we also performed a longitudinal 6-year study of 346 students who entered junior high school in 1989, 1990, or 1991. Among these students, the prevalence of myopia increased from 43.5% at 12 years of age to 66.0% at 17 years of age. These 346 students were divided into the following eight groups according to their refractive error (spherical power [D]) at 12 years of age: +1 D, 0 D, -1 D, -2 D, -3 D, -4 D, -5 D, and -6 D. Mean progressions of myopia in these students were as follows: for the +1 D group, -0.14 D/year; for the 0 D group, -0.25 D/year; for the -1 D group, -0.37 D/year; for the -2 D group, -0.40 D/year; for the -3 D group, -0.29 D/year; for the -4 D group, -0.25 D/year; for the -5 D group, -0.14 D/year; and for the -6 D group, -0.22 D/year. Boys and girls demonstrated a statistically significant difference in mean changes in refractive errors at the 6-year follow-up examination: the mean change in refractive error was -1.41 +/- 1.25 D for boys as compared with -1.03 +/- 1.07 D for girls (unpaired Student's t-test, P < 0.0001). Our results demonstrated an early age at onset for myopia and a recent increase in the proportion of myopic students. Further studies are needed to shed light on the extent to which myopia is caused by environmental factors, because it is through these factors that the prevalence rate may be affected.
Article
With the spread of visual display terminals (VDT) in offices, the numbers of workers using VDT and the working hours at such equipment have increased rapidly in recent years. Also, preventive measures for fatigue have been proposed and the office-working environment has been improved. To examine the effects of the rapid changes in working conditions and environment on the health of VDT workers, we conducted a questionnaire survey in 2002. A self-reported questionnaire was distributed to 3,927 office workers; 2,374 (60.5%) responded. Subjects whose questionnaires had missing data were excluded from analysis. As a result, 1,406 (male: 1,069, female: 337) workers aged 20 to 59 were subjected to analysis. By a logistic regression model, we examined the association between VDT use and visual and musculoskeletal symptoms. Prevalence of eye strain and/or pain (72.1%) was the highest, followed by neck stiffness and/or pain (59.3%), low back stiffness and/or pain (30.0%) and hand or arm strain and/or pain (13.9%). Women consistently reported more discomfort than men. As a result of the logistic regression model, eye strain and/or pain was associated with dissatisfaction with airflow, but not with factors affecting visual symptoms as reported in previous studies, for example, reflection of light and blurred characters on the screen. It was thought that airflow appeared as a risk factor because the lighting environment had been improved in offices to prevent reflection of light on the screen. Neck stiffness and/or pain was associated with raising the shoulders during VDT work, the unsuitable shape of the computer mouse for a hand, and the inconvenient arrangement of the mouse in relation to the body. Hand or arm strain and/or pain were associated with the arrangement of the mouse and inappropriate height of the desk. Low back stiffness and/or pain were associated with dissatisfaction with the chair and using the keyboard without a wrist rest. Although measures to prevent fatigue had been implemented for VDT workers, risk factors for musculoskeletal symptoms would be the same as in previous studies.
Article
In the present investigation, the lighting was studied in an office landscape equipped with 17 CRT display terminals. Complaints from the personnel were analysed and compared with the results obtained. Discomfort glare and reflections on the screen were found to be the main causes of the complaints. Discomfort glare resulted from the difference in luminance between the dark screen and other light surfaces in the room. Reflections from windows and ceiling lighting developed on the glossy screen and were often found to have higher luminance values than the text on the screen. On the basis of the present results, guiding principles are suggested for the design of lighting in similar working places.
Children's utilisation of allied health treatment to manage ICT-related pain
  • M Ciccarelli
  • K Fraser
Ciccarelli, M.; Fraser, K. "Children's utilisation of allied health treatment to manage ICT-related pain". International Ergonomics Association: Proceedings of 19th Triennial Congress of the IEA. Melbourne, Australia, 2015-08-09/14.
Effects of tablet tilt angle on children's handwriting in elementary school
  • T Shibata
Shibata, T. "Effects of tablet tilt angle on children's handwriting in elementary school". International Ergonomics Association: Proceedings of 19th Triennial Congress of the IEA. Melbourne, Australia, 2015-08-09/14.
学校でのICT導入に対する生 徒と保護者の健康面に関する意識
  • 藤井彌智 柴田隆史
柴田隆史, 藤井彌智, 他. "学校でのICT導入に対する生 徒と保護者の健康面に関する意識". 日本人間工学会関東 支部第48回講演集. 2018, p.86-87.