The effects of standing in tutorial group meetings on learning: A randomized controlled trial

HQ Chim; Renate de Groot; Pascal W.M. van Gerven; Mirjam Oude Egbrink; Roy Erkens; Ulrike von Rango - Hilmes; Jos Broers; Hans Savelberg

doi:10.1016/j.tine.2021.100156

The effects of standing in tutorial group meetings on learning: A randomized controlled trial

HQ Chim^*, Renate de Groot, Pascal W.M. van Gerven, Mirjam Oude Egbrink, Roy Erkens, Ulrike von Rango - Hilmes, Jos Broers, Hans Savelberg

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Background: Standing desks have been brought into the education environment to reduce sedentary behavior among students. The current study explored the effects of standing in tutorial group meetings on learning among undergraduate students.

Methods: Ninety-six participants were randomly allocated to a Sit or Stand group, with 2 h tutorial group meetings scheduled, once or twice per week, for nine weeks. Learning was analyzed using exam grades, concept maps, and tutorial interactions.

Results: Overall, the Sit and Stand groups did not differ from each other in terms of learning, measured through their exam, concept map, and the use of learning-oriented interactions.

Conclusion: Standing in tutorial group meetings neither enhanced nor compromised learning. Considering the health risks associated with prolonged sedentary behavior, offering standing tutorial group meetings to undergraduate students is a recommended solution to break up prolonged sedentary behavior and encourage more physical activity, while maintaining the learning performance of students.

Original language	English
Article number	100156
Pages (from-to)	10056
Number of pages	11
Journal	Trends in Neuroscience and Education
Volume	24
DOIs	https://doi.org/10.1016/j.tine.2021.100156
Publication status	Published - Sept 2021

Keywords

Academic performance
Education
Physical activity
Problem-based learning
Sedentary behavior
YOUNG
AROUSAL
PERFORMANCE
CONTEXT-DEPENDENT MEMORY
MILD EXERCISE
STUDENTS

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1 Article

The effects of standing tutorial meetings on physical activity behavior in undergraduates: A randomized controlled trial
Chim, H. Q., Van Gerven, P. W. M., de Groot, R. H. M., Oude Egbrink, M. G. A., Erkens, R. H. J. & Savelberg, H. H. C. M., 1 Mar 2021, In: Physiology & Behavior. 230, 8 p., 113294.
Research output: Contribution to journal › Article › Academic › peer-review

Open Access

Cite this

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title = "The effects of standing in tutorial group meetings on learning: A randomized controlled trial",

abstract = "Background: Standing desks have been brought into the education environment to reduce sedentary behavior among students. The current study explored the effects of standing in tutorial group meetings on learning among undergraduate students.Methods: Ninety-six participants were randomly allocated to a Sit or Stand group, with 2 h tutorial group meetings scheduled, once or twice per week, for nine weeks. Learning was analyzed using exam grades, concept maps, and tutorial interactions.Results: Overall, the Sit and Stand groups did not differ from each other in terms of learning, measured through their exam, concept map, and the use of learning-oriented interactions.Conclusion: Standing in tutorial group meetings neither enhanced nor compromised learning. Considering the health risks associated with prolonged sedentary behavior, offering standing tutorial group meetings to undergraduate students is a recommended solution to break up prolonged sedentary behavior and encourage more physical activity, while maintaining the learning performance of students.",

keywords = "Academic performance, Education, Physical activity, Problem-based learning, Sedentary behavior, YOUNG, AROUSAL, PERFORMANCE, CONTEXT-DEPENDENT MEMORY, MILD EXERCISE, STUDENTS",

author = "HQ Chim and {de Groot}, Renate and {van Gerven}, {Pascal W.M.} and {Oude Egbrink}, Mirjam and Roy Erkens and {von Rango - Hilmes}, Ulrike and Jos Broers and Hans Savelberg",

note = "Funding Information: The authors thank the tutors and participants for taking part in this study. The authors also thank [blinded for review] for their assistance in the data collection of this study. All data collected were stored securely and only the primary researcher has access (via password and key) to the data. All personal information was encrypted with a code, to which the primary researcher only has the key. The encrypted data were stored separately from the main study data. After the data collection phase, all data were completely anonymized. Data generated from this study will be available on Dataverse.nl or on reasonable request via the corresponding author. [blinded for review]. This research received no external funding. Publisher Copyright: {\textcopyright} 2021",

year = "2021",

month = sep,

doi = "10.1016/j.tine.2021.100156",

language = "English",

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AU - Erkens, Roy

AU - von Rango - Hilmes, Ulrike

AU - Broers, Jos

AU - Savelberg, Hans

N1 - Funding Information: The authors thank the tutors and participants for taking part in this study. The authors also thank [blinded for review] for their assistance in the data collection of this study. All data collected were stored securely and only the primary researcher has access (via password and key) to the data. All personal information was encrypted with a code, to which the primary researcher only has the key. The encrypted data were stored separately from the main study data. After the data collection phase, all data were completely anonymized. Data generated from this study will be available on Dataverse.nl or on reasonable request via the corresponding author. [blinded for review]. This research received no external funding. Publisher Copyright: © 2021

PY - 2021/9

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N2 - Background: Standing desks have been brought into the education environment to reduce sedentary behavior among students. The current study explored the effects of standing in tutorial group meetings on learning among undergraduate students.Methods: Ninety-six participants were randomly allocated to a Sit or Stand group, with 2 h tutorial group meetings scheduled, once or twice per week, for nine weeks. Learning was analyzed using exam grades, concept maps, and tutorial interactions.Results: Overall, the Sit and Stand groups did not differ from each other in terms of learning, measured through their exam, concept map, and the use of learning-oriented interactions.Conclusion: Standing in tutorial group meetings neither enhanced nor compromised learning. Considering the health risks associated with prolonged sedentary behavior, offering standing tutorial group meetings to undergraduate students is a recommended solution to break up prolonged sedentary behavior and encourage more physical activity, while maintaining the learning performance of students.

AB - Background: Standing desks have been brought into the education environment to reduce sedentary behavior among students. The current study explored the effects of standing in tutorial group meetings on learning among undergraduate students.Methods: Ninety-six participants were randomly allocated to a Sit or Stand group, with 2 h tutorial group meetings scheduled, once or twice per week, for nine weeks. Learning was analyzed using exam grades, concept maps, and tutorial interactions.Results: Overall, the Sit and Stand groups did not differ from each other in terms of learning, measured through their exam, concept map, and the use of learning-oriented interactions.Conclusion: Standing in tutorial group meetings neither enhanced nor compromised learning. Considering the health risks associated with prolonged sedentary behavior, offering standing tutorial group meetings to undergraduate students is a recommended solution to break up prolonged sedentary behavior and encourage more physical activity, while maintaining the learning performance of students.

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ER -

The effects of standing in tutorial group meetings on learning: A randomized controlled trial

Abstract

Keywords

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Research output

The effects of standing tutorial meetings on physical activity behavior in undergraduates: A randomized controlled trial

Cite this