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Teachers' access to technology in this day and age could have a positive effect on the teaching and learning of English First Additional Language (EFAL). This qualitative interpretive case study explored how limited access to technology resources affects the teaching practices of Intermediate Phase EFAL teachers in rural schools in Limpopo, South Africa. This study, underpinned by the Technology Acceptance Model (TAM), conducted semi-structured interviews to collect data from ten EFAL teachers who were purposively sampled. Thematic analysis was used to analyse the data. The study revealed that three of the ten EFAL teachers sampled integrated technology into their teaching despite challenges such as insufficient projectors, lack of learners' smartphones and data bundles, and Internet connectivity. However, the other seven sampled participants did not use technology, citing a lack of digital tools and knowledge as a contributing factor. The study concludes that the lack of resources contributed to limited or no use of technology and the motivation to integrate technology into their lessons. Based on these findings, it is recommended that technological resources that can help EFAL teachers with digital teaching be made available so that they can integrate them to assist learners in developing language skills. Furthermore, in-service training and ongoing support should be provided to EFAL teachers to give them knowledge and skill to use available technology resources effectively. [ABSTRACT FROM AUTHOR]

Purpose Methods Results Conclusions Smartphones are the most frequently used digital devices globally with ~6.80 billion users. Despite the ubiquitous use of smartphones, limited information is known on the preferred viewing distance and font size of smartphone users. This study investigated viewing distance, font size and symptoms of eyestrain in non‐presbyopic and presbyopic smartphone users.In this quantitative research study, viewing distance and font size were measured in a group of non‐presbyopes (n = 107) and presbyopes (n = 53), whilst participants viewed a text message and a web page on their own smartphone. Subjects also responded to a verbal questionnaire related to the characteristics of their smartphone and the computer vision syndrome questionnaire to assess symptoms of eyestrain. Data were analysed using descriptive and inferential statistics.For the total sample, the mean viewing distance for a text message was 37.13 ± 8.82 cm (median 36.00 cm), and for a web page was 36.11 ± 7.98 cm (median 36.00 cm). Presbyopes had longer median viewing distances compared with non‐presbyopes for a text message (41 cm vs. 34 cm, p < 0.001) and web page (40 cm vs. 34 cm, p < 0.001). The font size for non‐presbyopes were <1.0 M whilst for presbyopes were >1.2 M. More than twice the percentage of non‐presbyopes were classified with digital eyestrain (DES) compared with presbyopes.Non‐presbyopes used shorter viewing distances, smaller font sizes and were more predisposed to DES than presbyopes. The viewing distances adopted by presbyopes were similar to the conventional near‐working distance of 40 cm. Eye care practitioners should consider viewing distances when assessing near‐visual functions and prescribing a near refractive correction, particularly in non‐presbyopes. There should be greater awareness of the importance of adopting appropriate viewing distances when using smartphones. [ABSTRACT FROM AUTHOR]

Adolescents' extensive use of digital devices raises significant concerns about their visual health. This study aimed to adapt and validate the computer vision syndrome questionnaire (CVS-Q©) for adolescents aged 12–17 years. A mixed-method sequential design was used. First, a qualitative study was involved two nominal groups to assess the instrument's acceptability. A subsequent cross-sectional quantitative study with 277 randomly selected adolescents assessed reliability and validity. Participants completed the adapted CVS-Q©, an ad hoc questionnaire, and the ocular surface disease index (OSDI) questionnaire. Repeatability was tested in 54 adolescents after 7–14 days. The Rasch-Andrich rating scale model was used. Instructions and symptoms were modified to obtain the 14-item CVS-Q teen©. It showed unidimensionality, no local dependence between items, and respected monotonicity. Adequate internal consistency (person reliability = 0.69, item reliability = 0.98) and intraobserver reliability (intraclass correlation coefficient = 0.77, Cohen's Kappa = 0.49) were observed. A significant correlation (0.782, p < 0.001) between CVS-Q teen© and OSDI supported construct validity. A score of ≥ 6 points indicated computer vision syndrome (CVS) (sensitivity = 85.2%, specificity = 76.5%, and area under the curve = 0.879). In conclusion, CVS-Q teen© is a valid and reliable instrument for assessing CVS in adolescents using digital devices, applicable in research and clinical practice for early identification and recommendations for visual health. [ABSTRACT FROM AUTHOR]

As mobile messengers gain popularity, visual images affect digital communication, leading to new interaction patterns. This review sums up scientific experience in describing digital communication facilitated by emoji and memes. The review covered scientific articles that reported empirical research on visual communication in digital environment in such open research databases as CyberLeninka, PubMed, Google Scholar, eLibrary, and ResearchGate in 2019–2024. The current rise in visual communication tools seems to reflect the general visual shift in modern culture, associated with the changes in human psychology brought about by total digitalization. Visual communication tools have a high information capacity, which hinders their interpretation, thus modifying the complex of individual and socio-psychological characteristics of interlocutors in an attempt to ensure mutual understanding. The review can be used to improve digital communication that employs alternative communication tools.

Abstract Adolescents’ extensive use of digital devices raises significant concerns about their visual health. This study aimed to adapt and validate the computer vision syndrome questionnaire (CVS-Q©) for adolescents aged 12–17 years. A mixed-method sequential design was used. First, a qualitative study was involved two nominal groups to assess the instrument’s acceptability. A subsequent cross-sectional quantitative study with 277 randomly selected adolescents assessed reliability and validity. Participants completed the adapted CVS-Q©, an ad hoc questionnaire, and the ocular surface disease index (OSDI) questionnaire. Repeatability was tested in 54 adolescents after 7–14 days. The Rasch-Andrich rating scale model was used. Instructions and symptoms were modified to obtain the 14-item CVS-Q teen©. It showed unidimensionality, no local dependence between items, and respected monotonicity. Adequate internal consistency (person reliability = 0.69, item reliability = 0.98) and intraobserver reliability (intraclass correlation coefficient = 0.77, Cohen's Kappa = 0.49) were observed. A significant correlation (0.782, p

The purpose of this paper is to explore novice ESL teachers experiences with e-learning. Technology has changed education, and it is an integral part of learning and teaching. The students taught these days are not the same as those taught before the pandemic, as current students are 'digital natives' surrounded by computers, smartphones, and other digital devices. The learning that occurs online or through the internet or intranet is e-learning or online education. Since the outbreak of pandemic COVID-19, e-learning has been central to education in India in general and in Kerala in particular. This paper examines what novice ESL teachers experience with online education or e-learning. Since this study focuses on generating individual teachers's personal experiences, an interpretative qualitative approach is used. Participants are ten newly appointed English language teachers who teach English as a second language to undergraduate students in the department of English. The participants are from three Arts and Science colleges in Kannur district, Kerala, India. The data is collected using an open-ended questionnaire and it is analyzed and interpreted thematically. The result indicates that they had challenges and difficulties while implementing e-learning to teach English. It also demonstrates e-learning has had effects on their students. [ABSTRACT FROM AUTHOR]

Narttaya Chaiwiang, Juthamanee Koo-akarakul Department of Optometry, Ramkhamhaeng University, Bangkok, ThailandCorrespondence: Juthamanee Koo-akarakul, Department of Optometry, Ramkhamhaeng University, Bangkok, 10240, Thailand, Email juthamanee.k@rumail.ru.ac.thPurpose: To determine the factors associated with eyestrain in esports athletes in Bangkok compared with controls.Patients and Methods: A cross-sectional descriptive study was conducted between April and June 2023, involving 160 male participants (aged 20– 35 years) who used digital devices, consisting of esports athletes and a control group. Data were collected using a general information questionnaire, Computer Vision Syndrome Questionnaire (CVS-Q), and Depression anxiety stress scale-21 (DASS-21). Ophthalmic instruments were used for the eye examinations by an optometrist.Results: Seventy-six esports athletes showed significantly lower visual performance than controls in logMAR visual acuity (p < 0.020), phoria (p < 0.001), negative fusional vergence (blur, break, and recovery) (p < 0.012, p < 0.004 and p < 0.039), positive fusional vergence (blur, break, and recovery) (p < 0.005, p < 0.001 and p < 0.005), monocular estimation method (p < 0.001), monocular and binocular accommodative facility (p < 0.001), and vergence facility (p < 0.001). A study on risk factors for CVS found that esports athletes were significantly more likely to have CVS (p < 0.001). Work environments with high-intensity lighting significantly increase the risk of CVS compared to low-intensity lighting (p < 0.001). The use of a digital device for > 4 h/day, having a history of alcohol consumption, and stress significantly increased the risk of CVS (p < 0.001, p < 0.023, p < 0.048).Conclusion: This study found that esports athletes experienced vision health problems, indicating the need to prevent eyestrain caused by the use of digital devices.Keywords: esports athlete, eyestrain, CVS-Q, digital devices, visual performance

Literary reading is under transformation. Digital devices supplement traditional paper books with e-books and audiobooks, and at the same time, ubiquitous digital connection challenges focused reading. Based on a qualitative interview study with adult leisure readers, this article explores how affordances offered by digital technologies influence reading habits. Informants demonstrate how e-books and audiobooks enhance reading experiences, as digital affordances influence the how and the when of literary consumption. Three prominent findings are stated. (1) Readers adapt reading mode to the situation, and experienced readers have developed strategies to maximise the ultimate combination of title, format and reading conditions. (2) Digital reading favours lighter texts. This dimension is more substantial for audiobooks, relating to the wide choice of combining audiobooks with other activities. (3) Being devoted readers motivates people to develop strategies to ensure further reading. These strategies effectively make readers practically and temporally disconnect to immerse in literature. [ABSTRACT FROM AUTHOR]

Background/Aim: Existing research on herniated discs in adolescents primarily focuses on surgical interventions and outcomes, with fewer studies investigating the effectiveness of non-surgical therapies. The correlation between obesity, facet tropism, lumbosacral transitional vertebrae, trauma, certain sports activities, and herniated discs in adolescents is well-documented. Comparable to adults, a sedentary lifestyle in adolescents potentially carries a significant risk of developing disc degeneration and herniation. Consequently, this study aims to examine the relationship between increased digital device usage, decreased physical activity, and the onset of disc pathologies in adolescents. Methods: The study group included 94 patients aged between 10 and 16 years diagnosed with cervical (CDH), thoracic (TDH), and lumbar (LDH) disc disease. For each participant, the individual daily usage time spent on desktop computers, tablets, laptops, and mobile phones and the total time spent on all digital devices were evaluated. Their level of physical activity was also assessed using the International Physical Activity Questionnaire - Short Form (IPAQ-SF). The study eliminated causes such as listhesis, facet tropism, lumbosacral transitional vertebra, trauma, and sports injuries that could prompt the development of these spinal pathologies. Additionally, other conditions that might cause spinal pain, such as scoliosis, rheumatological diseases with spinal involvement, tumors, and myofascial pain, were also ruled out. Results: The average age of all patients was 13.44 (2.07) years. A majority were women (n=55), comprising 58.50% of the sample. Of the patients, 60.64% had CDH, 12.77% had TDH, and 75.53% had LDH. The amount of physical activity and time spent on digital devices were similar across both genders (P=0.194 and P=0.770). A significant correlation was found between CDH and the time spent on tablets, laptops, and mobile phones (P<0.001). Again, a significant correlation was observed between LDH, usage of desktop computers, total time spent on all digital devices, and the IPAQ-SF score for low physical activity (P<0.001). Conclusion: The prevalence and duration of digital device use among adolescents are increasing, while physical activity is decreasing. Our study indicates that this situation may be linked to the development of disc degeneration and hernias. Understanding this association can help reduce treatment and rehabilitation costs and prevent the potential loss of workability and quality of life resulting from a herniated disc. Consequently, additional comparative research on this topic is crucial. [ABSTRACT FROM AUTHOR]

Myopia, a prevalent refractive error leading to visual impairment, presents a substantial global health challenge. Current preventive measures, including pharmaceutical interventions and optical corrections, require significant resources and a dedicated workforce. Digital healthcare technology, encompassing artificial intelligence (AI) and telemedicine, offers promising solutions by delivering scalable, portable, and dependable approaches. Inspired by the success of deep learning systems in ophthalmology, these digital health technologies can revolutionize myopia management, enhancing automation, scalability, and remote monitoring. In this comprehensive review, we explore the potential applications of digital healthcare technology in measuring, preventing, controlling, and managing myopia. We highlight specific focus areas, emphasize the advancements and benefits of digital healthcare, and discuss the challenges associated with the clinical implementation of digital devices and AI applications in myopia management. Realizing the full potential of digital technologies in myopia management necessitates addressing access barriers, seamless integration with digital healthcare systems, validation of their effectiveness, and fostering user engagement. While adoption challenges persist, harnessing digital healthcare solutions can lead to improved vision, reduced myopia-related difficulties, and overall enhanced eye health. As this field advances, it holds a promising future for individuals affected by myopia. [ABSTRACT FROM AUTHOR]

Background: eHealth applications can support early mobilization and physical activity (PA) after surgery. This systematic review provides an overview of eHealth services to enhance or record PA after visceral surgery interventions. Methods: Two electronic databases (MEDLINE PubMed and Web of Science) were systematically searched (November 2023). Articles were considered eligible if they were controlled trials and described digital devices used to promote PA after visceral surgery. The Cochrane risk of bias (RoB-2) tool was used to determine the methodological quality of studies. Results: A total of nine randomized controlled studies (RCT) were included in this systematic review. The studies differed with respect to the interventions, surgical indications and evaluation variables. The risk of bias of the individual studies was moderate. The six studies using activity trackers (AT) predominantly showed insignificant improvements in the postoperative step count. The more complex fitness applications could partially reveal significant advantages compared to the control groups and the home-based online training also showed a significant increase in functional capacity. Conclusion: Activity tracking alone has so far failed to show clinically relevant effects. In contrast, the more complex eHealth applications revealed advantages compared to usual postoperative care. More high-quality studies are needed for evidence-based recommendations for eHealth services in conjunction with visceral surgery. [ABSTRACT FROM AUTHOR]

Introduction: Exposure to blue light throughout the day plays a key role in maintaining the balance of our biological functions. It has a profound impact on our physical and mental state, including the visual system, and contributes to the regulation of behavior and circadian rhythms. The relationship between light emitted by digital devices, the biological rhythm of the retina and the development of refractive errors has been the subject of research in recent years. Aim of Study: This manuscript aims to investigate the implications of light exposure from digital devices on the visual system and circadian rhytms, with a focus on understanding the associated risks, such as digital eye strain and myopia progression. Additionally, the study evaluates the efficacy of blue light-filtering lenses in mitigating these effects. Material and Methods: The present study is based on literature available in scientific databases such as PubMed, Corchane Library and Google Scholar, using the following keywords ,,Digital devices”; ,, Blue light” ; Digital eye strain” ; Visual system”; ,,Circadian rhythms” Results and conclusions: Despite the prevalent use of blue light-filtering lenses, existing evidence indicates that their effectiveness in improving visual performance or preventing retinal damage is limited. Consequently, the implementation of protective strategies, such as the 20-20-20 rule, combined with appropriate ergonomic practices, is critical in alleviating the ocular strain induced by extended screen exposure.

The digital technological revolution began in the second half of the last century. Its development in the first decades after the discovery of the transistor was rather slow. Acceleration and a wider awareness of the possibilities began to spread after the introduction of the Internet. And then the last two decades brought rapid development of digital technologies and general acceptance in private and business life. The benefits for individuals, companies, institutions and society as a whole are enormous and unquestionable. Nevertheless, bearing in mind the conducted studies on the degree of digitization of certain areas of society and certain countries, it is considered that the potential is huge. And significant breakthroughs supported by artificial intelligence are still expected. However, in addition to the undoubted benefits, there are also certain negatives, which are not sufficiently clarified or which are often obscured. Therefore, this paper aimed to determine the attitudes of the users themselves towards digital technologies, and in its last part, it examined the existence of negative effects on the mental health of users of digital technologies. The results are expected in the part of the examination of the benefits arising from the use of digital technologies. The existence of negative effects on the health of users is not a surprise either. The surprise is the degree of negative impact and lack of corrective action by the user. In other words, users are aware of the negatives that arise from, primarily, the excessive use of digital technologies, but they still do almost nothing to reduce these negative consequences.

Today, preschoolers actively use digital devices. Therefore, we investigated how digital devices potentially affect significant predictors of preschoolers’ social-emotional and cognitive development, executive functions, and speech. The results obtained revealed that 5-6-year-old children who used digital devices for less than 1.5 hours per day demonstrated an improvement in cognitive flexibility level within a year, while 2.5 hours of screen time caused a decrease in cognitive flexibility. Passive screen time negatively affects children’s phonemic hearing. Opposite to that, active screen time does not affect it. The study revealed that 5-6-year-old children who usually played digital games and watched video content together with their siblings demonstrated more noticeable positive dynamics in inhibitory control than those who did it alone. Moreover, if it was the parents who determined what digital content would be available to their children, the latter demonstrated an increment in inhibitory control compared to the children who made the choice themselves. Junior school children who used digital devices in a cultural way at preschool age had higher level of executive functions development than the children who used the devices only in a natural way. Thus, digital devices are multidimensional tools and, depending on how they are used, the impact on a child’s development may be different. Современные дошкольники активно используют цифровые устройства. В связи с этим нами были проведены исследования того, как цифровые устройства потенциально влияют на значимые предикторы социально-эмоционального и когнитивного развития дошкольников — регуляторные функции и речь. Показано, что у детей 5–6 лет, использующих цифровые устройства менее 1,5 часов в день, в течение года наблюдалось повышение уровня когнитивной гибкости, в то время как у детей с экранным временем более 2,5 часов в день за год произошло снижение когнитивной гибкости. Пассивное экранное время отрицательно влияет на фонематический слух дошкольников, но активное экранное время на него не влияет. У детей 5–6 лет, которые обычно пользовались цифровыми устройствами вместе с сиблингами, за год произошло более значимое развитие сдерживающего контроля по сравнению с теми детьми, которые делали это обычно в одиночку. Развитие сдерживающего контроля за год было более значимым у тех детей, за которых родители принимали решения о том, в какие видеоигры играть и какой контент смотреть, по сравнению с теми детьми, которые самостоятельно принимали эти решения. Младшие школьники, которые в дошкольном возрасте использовали цифровые устройства как культурные средства, имели более высокий уровень развития регуляторных функций, чем дети, которые использовали цифровые устройства только натуральным способом. Таким образом, цифровые устройства — это многомерные средства, в зависимости от способа использования которых влияние на развитие ребенка может быть разным.

Purpose: It is often stated that digital eye strain can impact productivity and/or work accuracy, but the relationship between symptoms, productivity, and work accuracy has been unclear. Hence this study tracked the development of visuo-ocular symptoms during prolonged digital tasks and to explore the impact of higher and lower cognitive load levels on visuo-ocular symptoms, productivity, and work accuracy. Methods: Thirty-five participants (23.2 ± 4.0 years) who had digital eye strain (diagnosed with the Computer Vision Syndrome Questionnaire) undertook an uninterrupted laptop adapted Eriksen Flanker task for 60 min on two separate days, once with a high cognitive load in randomised sequence. Symptoms were assessed at baseline and every 10 min throughout the task. Results: All visuo-ocular symptom scores significantly worsened (F = 87.783, p

Patterns are a fundamental component of mathematics, and the patterning ability of young children has been well researched; however, this research has largely been conducted with relatively small cohorts (±70) and in an interventionist way (in laboratory settings or with researchers directly intervening in educational contexts). The current study examines the patterning skills of approximately 3 200 children in a naturalistic setting. As part of a larger, early years' STEM engagement program, children were provided patterning opportunities across one school term. The data presented here provides information regarding the children's performance on the tablet-based activities embedded in the program. Findings indicate that 3.5- to 4.5-year-old children were able to copy, extend, insert missing elements, fix, and create patterns, using a range of two, three or four elements pattern structures. These findings, from a large-scale naturalistic setting, confirm some aspects of the existing laboratory-based research, whilst also indicating that some children are more capable in terms of creating patterns than the existing research suggests. These findings have implications for educators when they are planning play-based patterning activities with preschool children. [ABSTRACT FROM AUTHOR]

Recent decades have seen a huge rise in human exposure to microwave radiation due to the widespread use of mobile and wireless services that enable smartphones and watches, tablets, laptops and digital devices in the home and workplace. The health and safety standards to protect humans from exposure to harmful levels of microwave radiation can be traced to the 1950s. However, research now demonstrates the existence of many adverse health effects, including cancers and neurological disorders, at levels of everyday use by children and adults. We argue that it is long past the time for governments to apply the Precautionary Principle to protect children and adults, especially pregnant women, and to ensure safer levels of exposure for all. [ABSTRACT FROM AUTHOR]

IntroductionParents often use digital devices to regulate their children's negative emotions, e.g., to stop tantrums. However, this could hinder child development of self-regulatory skills. The objective of the study was to observe bidirectional longitudinal associations between parents' reliance on digital devices to regulate their child's emotions and self-regulatory tendencies (anger/frustration management, effortful control, impulsivity).MethodsParents (N = 265) filled out the Child Behavior Questionnaire—Short Form and the Media Assessment Questionnaire twice: the initial assessment (T1) took place in 2020 (mean child age = 3.5 years old), and follow-up (T2) occurred a year later in 2021 (mean child age = 4.5 years old).ResultsHigher occurrence of parental digital emotion regulation (PDER) in T1 predicts higher anger and lower effortful control in T2, but not impulsivity. Higher anger in T1, but not impulsivity and effortful control, predicts higher PDER in T2.DiscussionOur results suggest that parents of children with greater temperament-based anger use digital devices to regulate the child's emotions (e.g., anger). However, this strategy hinders development of self-regulatory skills, leading to poorer effortful control and anger management in the child.

Eye-tracking (ET) method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes. The main principle of ET is that our gaze and our focus of attention are connected. Due to the advent of digital technologies, eye tracking studies are increasingly growing in different fields and in mathematics education. We assume that the provided task is one of the ways to analyse deeply cognitive processes, and we wonder how ET studies are dealing with the integration of digital technology in task-design in geometry. Starting from Strohmaier et al. (2020) we found three studies, one focused on geometric proofs and two based on construction of geometric objects. We highlight the contributions of integrating digital technology in learning and instruction, and in research in geometry.

Rijo Hayashi,1 Shimmin Hayashi,1,2 Tomoharu Nishimura,1 Shigeki Machida1 1Department of Ophthalmology, Saitama Medical Center, Dokkyo Medical University, Koshigaya, Saitama, Japan; 2Lively Eye Clinic, Soka, Saitama, JapanCorrespondence: Rijo Hayashi, Department of Ophthalmology, Saitama Medical Center, Dokkyo Medical University, 2-1-50, Minamikoshigaya, Koshigaya, Saitama, 3438555, Japan, Tel/Fax +81-48-965-8659, Email lhayashi@dokkyomed.ac.jpPurpose: Acute acquired concomitant esotropia induced by excessive digital device usage, especially smartphones (SAACE), has been increasing over the past few years. Convergence spasm induced by excessive near work has been suggested as a mechanism. Anatomical differences could also potentially contribute to SAACE onset. The present study investigated the conformation of horizontal recti between SAACE patients and normal subjects.Patients and Methods: In 15 SAACE patients (SAACE group), the distances between the limbus and insertion of the horizontal recti (LI distance) and the widths of horizontal recti on the insertion (insertion width) were measured. The control group consisted of 30 patients who underwent retinal detachment surgery. Differences in LI distances and insertion widths were compared between SAACE and control groups.Results: While there were no differences between the two groups for LI distances and insertion widths of lateral recti, there were significantly shorter LI distances for the medial recti in the SAACE group (P< 0.05). Moreover, the SAACE group tended to exhibit larger insertion widths of the medial recti. Medial/lateral ratio of LI distances were significantly lower and insertion widths were significantly higher in the SAACE compared to the control group (P< 0.05).Conclusion: Based on the observations of more anterior insertion and larger muscle widths, this suggests there are stronger forces of medial recti in SAACE. In addition to excessive accommodation followed by increases in medial recti tonus, the results also suggest that an anatomical imbalance between lateral and medial recti contributes to esotropia onset following excessive near work.Keywords: acute acquired concomitant esotropia, digital devices, extraocular muscles, insertion distance, insertion width

Background. The range of digital technologies that children use from an early age has expanded significantly. Most studies demonstrate that preschoolers now spend substantially longer on digital devices and start using them at a younger age. Finding a solution for this challenge has research merits and relevance, as the data on benefits and harm of early preschoolers’ exposure to digital devices is contradictory. This poses a need to determine theoretically sound and practically validated criteria that could guide the duration and quality of children’s exposure to the digital environment. Objective. To review studies that contain recommendations on preschoolers’ exposure to the digital environment, namely, exposure limits and evidence to justify the limitation of preschoolers’ time on digital media. Design. The analysis starts by identifying theoretical foundations that researchers use in their studies of children’s behavior in the digital environment. This is followed by an overview of 40 studies that include research papers, official reports, and methodological recommendations made by healthcare and governmental organizations. Results. The review identified the following ground rules for children’s exposure to the digital environment: to provide for child’s interaction with a digital device, to use educational applications that will develop skills appropriate to the child’s age, to ensure mandatory supervision of children’s engagement by an adult who limits the exposure according to child’s age-related capabilities and creates conditions for active exploration of the real rather than a virtual world. Children’s cognitive development suffers the most from passive intake of digital content. Conclusion. The data herein can help to develop strategies to promote healthy and educational engagement of children with digital devices and media; however, the review highlights the insufficiency of psychophysiological research that would make it possible to practically validate the recommendations on the duration of preschoolers’ exposure to the digital environment.

Due to the fact that in the life of modern preschoolers the traditional role-playing game with peers is increasingly being replaced by playing on digital devices, many researchers have expressed concern about how well their imagination develops. However, other scientists, on the contrary, see the potential for developing children’s imagination in digital games and applications. For this reason, the study is focused on differences in the productive imagination among preschoolers who prefer different types of games on digital devices. The authors propose a typology of digital games played by the preschoolers. A survey was conducted on the use of digital devices among 450 children aged 5-6 years who attended preparatory groups of kindergartens from four regions of Russia, and their imagination was assessed using the “Completing Figures” technique (by O.M. Dyachenko) and a questionnaire developed as part of the study for educators on behavioral manifestations of imagination in their pupils (42 educators were involved). Based on the results of a survey of the educators, it was found that they evaluated the results of creative productive activity lower in the children who liked games for reaction speed than in those who did not play such games. At the same time, the educators rated this parameter of imagination higher in children playing simulation games compared to those who did not play them. The results of the “Completing Figures” technique showed that the children playing logic games had significantly higher ratings for the elaboration of drawings than those who did not play games of this type, and the parameter of originality of the drawings was lower in the children playing strategic games compared to those who did not play them. The typology of digital games proposed by the authors of the study and the data obtained can be useful in conducting scientific research on the digitalization of modern childhood and in developing recommendations for parents of preschoolers.

Purpose: To compare different visual acuity (VA) tests (printed and digital, symbols and letters) and to validate a new device for VA testing called DIVE (Devices for an Integral Visual Examination). Methods: VA was tested in a wide spectrum of adult people with printed tests (ETDRS and LEA Symbols) and with two implemented tests in DIVE (HOTV and DIVE Symbols). We measured agreement between the different VA tests using the intraclass correlation coefficient and Bland–Altman method. In addition, we measured the repeatability of all tests. Results: Right eyes from 51 adult participants were included in the study. Correlation between tests was high (ICC from 0.95 to 0.97). Bland–Altman analysis showed good agreement among the different tests, with differences within reasonable clinical limits. However, slightly better VA values were obtained with DIVE HOTV and ETDRS, followed by LEA and DIVE Symbols. ETDRS had the best repeatability. Conclusion: The four evaluated VA tests provide comparable outcomes. In an adult sample, letter optotypes obtained better VA values than symbol optotypes. DIVE VA tests are reliable and well-correlated with printed VA tests.

In this special issue, we turn to ideas of and approaches to critical technical practices (CTPs) as entry points to doing critique and doing things critically in digitally mediated cultures and societies. We explore the pluralisation of 'critical technical practice', starting from its early formulations in the context of AI research and development (Agre, 1997a, 1997b) to the many ways in which it has resonated and been taken up by different publications, projects, groups, and communities of practice, and what it has come to mean. Agre defined CTP as a situational, practical, and constructive way of working: 'a technical practice for which critical reflection upon the practice is part of the practice itself' (1997a: XII). Communities of practice in which the notion has been adopted, adapted, and put to use range from human–computer interaction (HCI) to media art and pedagogy, from science and technology studies (STS) and computer-supported cooperative work (CSCW) to digital humanities, media studies and data studies. This special issue affirms the pluralisation of CTP, and serves as an invitation to (re)consider what it means to use this notion drawing on a wider body of work, including beyond Agre. In this introduction, we review and discuss CTPs according to (1) Agre, (2) indexed research, and (3) contributors to this special issue. We conclude with some questions and considerations for those interested in working with this notion. [ABSTRACT FROM AUTHOR]

This study aimed at exploring kindergarten teachers' perceptions and usage of digital devices in their classrooms. A multiple case study (n = 4) was conducted to investigate how in-service experienced (n = 22) and novice (n = 24) kindergarten teachers interpreted the functional significance of digital devices, including the needs and challenges faced when applying digital devices in visual arts activities in their classrooms. A non-randomised convenience sampling strategy was used to recruit four local kindergartens in Hong Kong, whose teachers were invited to participate in focus group interviews. In total, 540 min of interview data were collected. We examined the in-service teachers' perceptions of the affordances of digital devices in terms of (1) transparency, (2) challenge and (3) accessibility. Based on the teachers' responses in the interviews, the findings indicated issues related to the use of digital devices in terms of these three areas here. The informants shared how their understandings of film language limited their intentions and usage patterns (including frequency of use) with respect to digital videos. Nevertheless, they admitted that digital videos were important tools for facilitating children's learning and communication with their parents. This study reflects the current situation of technology education in Hong Kong, including how teacher educators perceive the usage and roles of digital videos in early arts education. [ABSTRACT FROM AUTHOR]

This text aims to affirm the role of Christian education of children and young people in contemporary society according to the moral and spiritual principles of the Church. It presents the importance of faith, reading, school, rules and other factors in the formation of the next generation. At the same time, the text addresses the challenge and danger of new technology, the temptation of entertainment and its permanent and free accessibility, as well as the harmful effects of digital devices on children (smartphone, tablet, laptop, internet, e-mail, social networks, etc.). In the context of many and varied challenges, the Church aims to highlight and preach the spiritual and moral methods that have formed and perfected whole generations of Christians throughout history among whom various saints, historical figures and people of culture have risen. In the family, the spiritual and moral upbringing of children is essential and is the basic form of its existence and one of its main purposes. [ABSTRACT FROM AUTHOR]

Objectives: Our study aimed to evaluate the awareness levels of university students about the harmful effects of blue light and protection methods. Materials and Methods: A cross-sectional survey study consisting of 20 questions was conducted online to university students in Ankara. After obtaining basic information about the participants, questions related to the hazardous effects of blue light, blue light sources, blue light filters and protectors were directed. Results: A total of 387 participants were included in the study. 75.1% of the students thought of vision problems as the most harmful effect of blue light and phones, computers and televisions as blue light sources (93.8%). 58.8% of the students were using the blue light filter, 67.6% knew about blue light protective glasses, and only 26.9% were wearing them. The average daily computer, smartphone and television usage time was 3.18 hours, 5.2 hours and 0.5 hours, respectively. 71.5% of the students were taking breaks when using electronic devices, while 28.5% were not. 56.2% of the students were experiencing tired eyes, 49.7% headaches, 31.9% blurred vision, 30.8% dry eyes and 30.3% insomnia. 95.1% of the students were adjusting their settings to reduce the brightness. Students in medical fields were more aware of blue light-related sleep problems and blue light protective glasses than students in other fields. Conclusion: Awareness of blue light was moderate among university students, however awareness of protective methods was lower. This study will contribute to increasing awareness on this issue in terms of protecting the health of young people, and subsequently general society. [ABSTRACT FROM AUTHOR]

Self-regulation of learning behaviour is particularly important when it comes to vocabulary learning for academic purposes in a second language because it often needs to be done on a regular and consistent basis and mostly in out-of-class, self-directed settings to be successful. Self-regulation is also vital when this learning takes place using digital activities on smartphones because these are now ubiquitous devices and deeply embedded in both daily life and higher education settings. Features such as notifications from social media applications can end up distracting students from their academic tasks unless they have the capacity to manage and control their behaviour. This naturalistic, mixed methods study conducted with students on an academic English foundation course in a higher education context aimed to measure their capacity for self-regulated vocabulary learning through technology before and after 10 weeks of intentional digital vocabulary learning in out-of-class settings and to see if there was any difference between learning on a laptop and a smartphone. The purpose of this study was to find out if device control was a relevant dimension of self-regulation, which is an under-researched area. The study collected quantitative data through a recently developed self-report survey tool, and differences in scores were measured using Wilcoxon signed-rank tests. Qualitative data was also collected from students through paired-depth interviews, and this was analysed using typological analysis. The results revealed that the students' self-reported capacity for self-regulated vocabulary learning through laptops was significantly higher than their capacity for self-regulated vocabulary learning through smartphones. In addition, commitment regulation when using a smartphone decreased significantly over the 10-week period primarily due to distractions from social media notifications. At the same time, students were aware of when to use each device for different types of learning activities and under different temporal and spatial conditions. Overall, this study showed that device control should be considered an additional dimension of a model of digital, self-regulated vocabulary learning and should also be incorporated into future research in the field of e-learning. In addition, students in higher education need to be given more guidance about the benefits and drawbacks of different devices and how to develop their capacity and strategies for greater device self-regulation. [ABSTRACT FROM AUTHOR]

The integration of digital devices in education has been widely practised throughout the world. The vast availability of digital devices enables teachers to prepare and deliver subject content in different ways. Despite the availability of various digital devices in the Fourth Industrial Revolution, some teachers still experience "technostress" in terms of the delivery of subject content. The COVID-19 pandemic severely disrupted the delivery of subject content causing a tremendous change within educational settings globally. To explore secondary school teachers' use of the Technological Pedagogical and Content Knowledge model in delivering content, this study used a qualitative multiple case study research design. The empirical data were collected from seven secondary school teachers and were thematically analysed. The findings from non-participant observation and semi-structured interviews assisted in revealing teachers' use of the Technological Pedagogical and Content Knowledge model in delivering subject content. The findings point to a lack of digital devices within the selected secondary schools as well as teachers' limited knowledge of online delivery of content. It is recommended that schools be provided with ICT infrastructure and be taken on board with training on how to use them. [ABSTRACT FROM AUTHOR]

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Students use of digital devices (DDs), and the disruption of their attention in class is generally considered a cause for considerable concern regarding how it affects their performance in the classroom. Based on students' perceptions, this study aims to determine whether these DDs positively impact learning effectiveness. Using a qualitative exploratory design, the study sought to better understand the subject matter under investigation through the students' experiences. Before submission of the data to software for analysis, another person reviewed the transcribed text independently. ATLAS.ti version 22 software was used to analyze the data by an independent analyst. Findings showed that personal computers, tablets, mobile phones, and iPads are classrooms’ most commonly used DDs. Even though the advantages of using DDs in the classroom are significant, it was suggested that appropriate and responsible use of DDs is crucial for students to develop digital literacy, online safety, and responsible technology use habits, teachers and schools should establish guidelines and provide digital citizenship education. The study conclude that teachers need to implement strategies that minimize distractions while helping students.

Digital devices, including laptops, tablets and mobile phones, can provide quick and easy access to a wide range of resources and information. They can be used to record lessons, create digital notes, conduct group projects or complete homework, and serve as effective communication tools between students and instructors. However, the use of digital devices can also have drawbacks. They can become a source of distraction, affecting concentration and class participation. Moreover, they can promote a superficial learning style, with an emphasis on quick access to information, to the detriment of critical thinking and deep understanding of the subject matter. In addition, there are concerns about equity in education, as not all students have equal access to technological resources. This study focuses on the influence of the digital age on classroom environments in higher educatio, specifically exploring the advantages and disadvantages of using digital devices during in-person classes. It explores the increasing reliance on technology in the modern educational environment and the possible risks associated with it. The research aims to provide a balanced perspective on this issue, exploring both the benefits and potential problems associated with the use of devices during in-person lectures. Its aim is to contribute to the debate about the optimal integration of technology in the classroom, with the goal of improving learning and ensuring an equitable education for all students.

The work presented in this article stems from a thesis conducted between 2019 and 2022. This multidisciplinary research focuses on the effects of the use of digital devices on archaeology as a discipline and on archaeologists in their practices and professional identities. It has mobilized and studied numerous unpublished documentary sources over the last five decades and has produced more than a hundred interviews with archaeological professionals. This article first proposes to place the stages and modalities of the deployment of digital devices and practices in archaeology in the history of the methods and techniques of the discipline in the 20th century. Then, some of the effects of these practices on the conditions of possibility of new archaeological knowledge and on the sensitive experience of the field are discussed. Finally, the impacts of these practices on professional identities and on the regimes of scientificity are discussed.

Amani M AlQarni,1 Assim M AlAbdulKader,1 Asma N Alghamdi,2 Jumana Altayeb,2 Raghad Jabaan,2 Lujain Assaf,3 Rawan A Alanazi1 1Family and Community Medicine Department, King Fahd Hospital of the University, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia; 2Medical Intern, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia; 3Epidemiology Senior Specialist, Clinical Leadership, Center for National Health Insurance, Riyadh, Saudi ArabiaCorrespondence: Rawan A Alanazi, Department of Family and Community Medicine, College of Medicine, Imam Abdulrahman bin Faisal University, P.O. Box 77134, Khobar, 31952, Saudi Arabia, Tel +966556999190, Email Raalanazi@iau.edu.saIntroduction: The prolonged use of digital devices is a major risk factor for digital eye strain (DES) syndrome.Aim: To estimate the prevalence of DES symptoms among students at Imam Abdulrahman University who use digital devices for virtual learning and leisure activities.Methods: This was a retrospective cross-sectional study conducted by asking medical students of Imam Abdulrahman bin Faisal University to complete a self-administered online questionnaire. The questionnaire was used to determine the effect of the hours spent on digital devices and other factors, such as screen distance and not using artificial tears, on the development of DES. The severity (moderate or severe) and frequency (occasionally, always, or never) of 16 eye strain-related symptoms, including eye pain, headache, and itching, were evaluated by using the Computer Vision Syndrome Questionnaire.Results: The overall prevalence of DES in the sample was found to be 68.53%. The largest proportion of students were found to have mild DES (43.20%), and only 11% had severe DES. The most common symptoms reported in our sample were headache, dryness, and burning. Female gender, using smartphones for online classes, and not using eye lubricants were significantly associated with increased severity of DES.Conclusion: In the wake of the COVID-19 pandemic, virtual learning has become an integral part of education, leading to increased use of digital technology. The aim of this study was to investigate the impact of virtual learning on eye strain and to determine the prevalence and effects of DES. A questionnaire was administered to participants, and the findings revealed a DES prevalence of 68.53%. The use of eye drops for lubrication and smartphones for classes was significantly associated with DES. Furthermore, females were found to be more susceptible to severe DES symptoms than males. The development of a tool such as the Computer Vision Syndrome Questionnaire to predict DES prevalence could reduce clinic time and resources by minimizing unnecessary follow-up and ophthalmology referrals.Keywords: digital eye strain, digital devices, computer vision syndrome, virtual learning

Supapan Chattinnakorn,1 Kullawan Chaicharoenpong,2 Krit Pongpirul3 1Department of Ophthalmology, Prapokklao Hospital, Chanthaburi, 22000, Thailand; 2Department of Community Medicine, Prapokklao Hospital, Chanthaburi, 22000, Thailand; 3Department of Preventive and Social Medicine, Chulalongkorn University, Bangkok, 10330, ThailandCorrespondence: Supapan Chattinnakorn, Department of Ophthalmology, Prapokklao Hospital, Chanthaburi, 22000, Thailand, Tel +66813405538, Fax +6639324861, Email supapan.ch@cpird.in.thPurpose: Globally, the COVID-19 pandemic has influenced academic studies. Since 2019, most schools in Thailand have implemented online learning. Thus, several students are experiencing eye problems, including stinging, blurred vision, and epiphora. This study investigated the prevalence, eye symptoms, and characteristics associated with digital eye strain (DES) in children using digital devices.Patients and Methods: In this cross-sectional study, a self-administered electronic questionnaire via google forms was used to collect demographic data, digital device information, and DES characteristic information in children of age 8– 18 years using online digital devices. The data collection was conducted between December 2021 and January 2022. Moreover, multivariable logistic regression analysis was performed to evaluate the potential characteristics associated with DES in children.Results: From a total of 844 parents, 782 parents completed the questionnaire. The mean age of the children was 12.42 ± 2.82 years (8– 18 years). During the pandemic, the most common duration of using digital devices was > 8 hours (39.90%), compared to only 2– 4 hours (36.70%) before. The prevalence of DES was 42.2% (330/782), divided into mild (29.8%), moderate (8.1%), and severe (4.3%) symptoms. The most common symptoms of DES included: a burning sensation in the eyes (55.24%), fear of worsening eyesight (53.07%), and excessive blinking of eyes (48.33%). The associated characteristics with DES were advanced age (OR=1.21, P< 0.001), refractive error with (OR=2.04, P=0.004) and without (OR=6.11, P< 0.001) correction, and unknown refractive error (OR=2.85, P< 0.001).Conclusion: The use of digital devices are inevitable; therefore, regulating the duration of study and entertainment using digital devices, especially in older ages, and correcting refractive error in children, is necessary to ameliorate DES.Keywords: computer vision syndrome, COVID-19 pandemic, online study, digital devices

The Covid-19 pandemic and the three successive lockdowns taking place in France during the years 2020 and 2021 have led to the development of telework in unprecedented proportions, as well as an upsurge in the uses of digital devices to compensate for the lack of co-presence. In this paper, we analyze to what extent the pandemic period has altered interpersonal communication between colleagues with equal hierarchical status. We wonder whether ICTs have been used to extend the “spaces of discussion” necessary to the emergence of social support, and to the transmission of the rules of the profession? This research draws on a qualitative enquiry based on 34 semi-structured interviews with teleworkers. Data analysis brings to the fore a feeling of isolation, a dehumanization of professional relations, as well as the trivialization of problematic digital practices. At the other end of the spectrum, respondents express positive views on relational distance (a decrease in conflicts, less disturbances in the work setting, refocusing on elective relationships). The factors leading to these contrasting opinions are brought into focus.

By combining a cultural studies and semiotic approach to communication and media research, we have continuously tackled the difficult question of how to grasp power relationships and identify how they materialize in discourse. This article draws on our past research to reflect on the methodological issues involved in operationalizing a gender-based approach to the analysis of texts and images produced and disseminated on digital platforms and devices in the mainstream media.

AbstractThis study was planned to establish the extent of the usage and benefits of mobile technologies to learn by distance learners at the University of Ghana and the University of Education, Winneba. The study adopted an explanatory sequential mixed-method design. Structured questionnaires were administered to 400 distance learners selected by multi-stage sampling technique and phone interviews involving 20 participants selected by random sampling technique to collect data. Using the Relative Important Index and Thematic analysis, the findings show that respondents not only agreed to all the mobile learning academic activities and benefits raised in this study as relevant but fundamental to their studies. The five most important mobile learning activities by students are communicating with colleagues for information, participating in online courses, doing coursework assignments, holding meetings among colleagues and instructors, and forming networks with peers on a social media platform. The highest of the first five highest-ranked benefits is finding relevant material for coursework with ease, studying at own pace in different environments, learning anywhere and anytime, receiving real-time information, and having quick access to coursework content. The findings of this study can encourage institutions offering distance education to build strategic electronic learning implementation plans and design guidelines by taking into consideration the highest-ranked important benefits and uses of mobile learning identified in this study.

The article analyses the role of digital devices in the artistic and technical creativity in children and adolescents with intellectual disabilities. Based on examples supported by practical work, the author presents the creative impact of the use of digital tools on art education and describes the concept of creativity, development of a child’s drawing, art and technical education, digital devices, which are a starting point for further considerations. The author describes her work with students with intellectual disabilities and the creation of the digital professionalisation studio, where she combines artistic creativity with work with digital devices. With the appropriate use of specifi c devices, she supports the development of children’s creativity and sense of being a creator. By introducing pedagogical innovation, the author experiences positive changes in the functioning of students, in the form of a sense of being important in the process of creating and experiencing satisfaction with the developed competencies. [ABSTRACT FROM AUTHOR]

The proliferation of smartphones, tablets and other digital devices in addition to traditional computers has transformed the Internet into a device‐mediated environment. While these devices provide immediate access to similar Internet sources, they differ significantly in their characteristics, such as screen size, operation mode and context of use. As a consequence, behaviours on the Internet along the customer journey vary substantially depending on the device used. To summarize the fast‐growing body of research on device‐mediated customer behaviour, a systematic, framework‐based literature review of 59 articles from the last decade was conducted. Through an examination of the antecedents, decisions and outcomes investigated in the publications, the review presents a conceptual framework that highlights the relation between device characteristics, decision processes and behavioural outcomes. The review further summarizes the theories, contexts and methods employed in the studies and sets an extensive future research agenda. We found that the extant literature lacks comprehensive theories and clear definitions of digital devices in the omnichannel environment. Furthermore, existing findings should be generalized for other contexts (e.g. industries and countries) and validated via the introduction of other research designs and methods. The understanding of device‐mediated behaviour and the consequently arising marketing measures remains scarce. Thus, this review advances the comprehension of customer behaviour on the Internet and provides researchers and practitioners with information on the implications for customer experience and omnichannel management. [ABSTRACT FROM AUTHOR]

Abstract In Computer-assisted language learning (CALL), the relationship between learner background and classroom-based digital language learning has been widely studied; however, little attention has been directed to informal digital learning of English (IDLE), a crucial subdomain of inquiry of CALL. Building on our prior IDLE study, this explanatory mixed-method study set out to examine and explore the relationships between IDLE and learners’ demographics by drawing on questionnaire responses collected from 1080 Chinese university EFL learners and interview results from nine selected survey respondents. Quantitative results revealed the variance in IDLE that can be accounted for individually and in concert with learners’ demographic information, socioeconomic backgrounds, proficiency levels, and their use of digital devices and the predicting power of these factors. The results indicated that gender, university type, students’ self-rated speaking skills, standardized test results, and the number of digital devices in use contributed to the variance of IDLE. Learners’ majors, writing skills, devices using time, ethnicity, family income, and regional backgrounds predicted their engagement in IDLE activities. Qualitative results further explained these findings by highlighting how learners of various backgrounds engaged in IDLE practices in specific settings. Cross-case content analysis of the interview results provided interpretations and an in-depth understanding of learners’ situated IDLE experiences. Future studies are suggested to focus more on ethnic minority groups, students from less developed regions and ordinary universities, and non-English majors, who are less likely to benefit from IDLE activities. More attention should also be paid to how students of various sociocultural backgrounds actually engage with IDLE activities in various settings across time to address IDLE dynamics. [ABSTRACT FROM AUTHOR]

COVID-19 has had a devastating impact worldwide, including in care homes where there have been substantial numbers of cases among a very vulnerable population. A key mechanism for managing exposure to the virus and targeting interventions is contact tracing. Unfortunately, environments such as care homes that were most catastrophically impacted by COVID-19 are also those least amenable to traditional contact tracing. A promising alternative to recall and smartphone-based contact tracing approaches is the use of discrete wearable devices that exploit Bluetooth Low Energy (BLE) and Long-Range Wide Area Network (LoRaWAN) technologies. However, the real-world performance of these devices in the context of contact tracing is uncertain. A series of experiments were conducted to evaluate the performance of a wearables system that is based on BLE and LoRaWAN technologies. In each experiment, the number of successful contacts was recorded and the physical distance between two contacts was compared to a calculated distance using the Received Signal Strength Indication (RSSI) to determine the precision, error rate, and duration of proximity. The overall average system contact detection success rate was measured as 75.5%; when wearables were used as per the manufacturer's guidelines the contact detection success rate increased to 81.5%, but when obstructed by everyday objects such as clothing or inside a bag the contact detection success rate was only 64.2%. The calculated distance using RSSI was close to the physical distance in the absence of obstacles. However, in the presence of typical obstacles found in care home settings, the reliability of detection decreased, and the calculated distance usually appeared far from the actual contact point. The results suggest that under real-world conditions there may be a large proportion of contacts that are underestimated or undetected. [ABSTRACT FROM AUTHOR]

The computer world expanded into each and every sector in the current digital era including the education field and rapidly targeting students to acquaint computer and digital knowledge not only for entertaining but also to enhance academic skills. The basics of digital technology are in reach of the people through different sources such as smart phones, desktop computers, laptops and tablets. Recently, the curricular and competency levels are gradually incorporating to the students to acquire digital skills by motivating to various modes of pedagogy such as seminars, assignments and project works. The present research was mainly focused on understanding the digital devices owning by the students, studying knowledge levels of computer skills and frequency of utilizing digital services. The study was carried out from the randomly selected college students of both science and arts streams from the university and colleges students located at Tirupati urban. The sample size of the present investigation comprised of 60 students from each stream of science and arts with total sample of 120 members. The findings well demonstrated that absolutely all the students owned the smart phone and surprisingly one third of them were even planned to purchase the new mobile within one year. The data indicated that around one fourth of science students had desktop and tablets and about one tenth in arts students. The computer skills and levels of confidence also noticed at higher levels in science students against their arts students' counterparts probably the science students regular academic activities might be intricately enabled the basic computer skills. The information gathered from the students strongly highlighted the high frequency utilization of smart phone by students of both streams. Educating students, creating awareness and organizing digital training programmes by colleges will surely helpful to enhance the digital skills among the students and to excel their academic and future career opportunities. [ABSTRACT FROM AUTHOR]