Visual Fatigue among personnel at Pa Phayom Technical College, Pa Phayom District, Phatthalung Province, Thailand
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Abstract
Background: Most educational personnel routinely use computers in their daily work, which may contribute to visual fatigue and potentially reduce work efficiency and adversely affect visual health. Therefore, this study aimed to investigate work-related visual fatigue and assess visual fatigue among personnel at Pa Phayom Technical College, Pa Phayom District, Phatthalung Province, Thailand.
Methods: A survey study was conducted among 57 personnel at Pa Phayom Technical College, Pa Phayom District, Phatthalung Province, Thailand. Participants were selected using simple random sampling. Data were collected using two instruments: a questionnaire and a Critical Flicker Fusion (CFF) measurement device. The questionnaire consisted of three sections: general characteristics, risk factors, and visual fatigue symptoms. The reliability coefficient of the questionnaire was 0.81. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. Visual fatigue was assessed using the Critical Flicker Fusion (CFF) test.
Results: According to the general information of the 57 participants, 35 (61.4%) were female. Most participants were aged 32–38 years, and 66.7% held staff positions. Regarding risk factors, 45.6% reported working continuously with computers for more than 8 hours per day, while 52.7% reported using smartphones for 5–8 hours per day. In addition, 15.8% reported experiencing eye fatigue severe enough to require medical consultation. Regarding visual fatigue symptoms, most participants reported moderate levels of eye discomfort, burning eyes, dry eyes, eye twitching, and blurred vision. Based on the CFF assessment after work, 70.2% of the personnel were classified as experiencing visual fatigue.
Conclusion: Prolonged computer use was associated with visual fatigue and related symptoms, including burning eyes, eye twitching, and eye fatigue. Therefore, appropriate work–rest schedules should be established for computer-based work, and ergonomic principles should be incorporated into workstation design and work practices. These measures should include appropriate working postures and suitable computer workstation arrangements to promote visual health and reduce the risk of long-term visual problems among educational personnel.
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