Abstract

Y 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 languageEnglish
Article number100156
Pages (from-to)10056
Number of pages11
JournalTrends in Neuroscience and Education
Volume24
DOIs
Publication statusPublished - Sep 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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