Navigating the Digital Learning Era: Computer Vision Syndrome Among Health Science Students

Introduction: The digital learning era has introduced new challenges to student well-being, particularly concerning visual health. The rapid advancement of online learning enabled by modern digital technologies has led to increased screen time among university students. An initial survey found that a significant number of health science students reported Computer Vision Syndrome (CVS) symptoms due to extended digital learning. This study aimed to analyze factors associated with the severity of CVS. Methods: A descriptive correlational study with a cross-sectional design was conducted among 323 undergraduate health science students selected via simple random sampling; data were obtained from the CVS questionnaire to assess symptoms and perceptions of CVS risk factors and prevention. The CVS-Q questionnaire was used to measure the dependent variable, CVS severity. Data analysis was conducted using the Chi-Square test (p < 0.05). Results: Most students experienced mild CVS (55.7 %), and 85.4 % reported more than eight CVS-related symptoms. Significant associations were found between CVS severity and both the purpose of device use (p = 0.025) and viewing distance (p = 0.005), while other variables showed no significant correlation. Conclusion: These findings suggest that prolonged digital learning exacerbates the severity of CVS among health science students. Most participants experienced at least six of the sixteen CVS symptoms. The results highlight the necessity of preventive strategies and greater ergonomic awareness to minimize the risk of CVS in educational settings.