Introduction: Despite the increasingly widespread popularity of electronic devices, there are limited comprehensive studies on the effects of usage and exposure to multiple electronic devices over extended periods of time. Therefore, this study explored the cumulative musculoskeletal implications of exposure to various electronic devices among university students. Methods: A self-reported questionnaire was administered in the university in Hong Kong and students provided information about the frequency and duration of electronic devices use, including computers, mobile phones and game consoles, and reported on any musculoskeletal pain or discomfort that may relate to electronic devices usage in the immediate 12 months prior to the survey date. Results: A total of 503 university students (59% males and 41% females) aged 18-25 years completed the questionnaire. The results showed that 251 (49.9%) respondents reported upper limb musculoskeletal symptoms, particularly in the neck and shoulder regions. Among these, 155 (61.8%) indicated that their discomfort was related to electronic device usage. Statistically significant differences in exposure to electronic devices and musculoskeletal outcomes between genders were found (p < 0.05). Conclusion: The use of electronic devices and habitual postures were associated with musculoskeletal problems among university students in Hong Kong. This phenomenon highlights the urgent need for ergonomics education and recommendations to increase students' awareness of musculoskeletal wellbeing.

A sample of 2,476 Grade 4 to 9 Chinese school children was tested with the new electronic Wallach-Kogan Creativity Tests. Among primary students, creativity scores rose from Grade 4 to 5 and then dropped from 5 to 6; and among secondary students, creativity scores rose from Grade 7 to 9. A drop from Grade 6 to 7 was also observed. Apart from these overall trends, different patterns of gender differences were found in primary and secondary grades. In Grade 4 to 6, boys scored higher than girls marginally on most creativity indexes. In Grade 7 and 8, girls excelled boys significantly on figural fluency, flexibility, uniqueness, and unusualness. In Grade 8, girls also scored higher on verbal flexibility. The gender differences were narrowed down again marginally in Grade 9.
[Copyright of Creativity Research Journal is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10400419.2010.503543]