@article{0bae20d13afc490eae3c676cd3b7a2f6,
title = "The effects of standing tutorials on learning in undergraduate students: Study protocol",
abstract = "Standing classrooms could potentially counteract excessive sedentary behavior. This paper describes the protocol for an exploratory longitudinal randomized controlled trial aimed at studying the effects of standing during tutorials on learning in undergraduate students. Learning is operationally defined as the use of interactions that are conducive to learning and an improved performance on concept tests. Final examination scores are also used as a measure of learning performance. The secondary aim is to explore the unintended effects of standing tutorials through the students' subsequent physical activity, tutorial attendance, and affect. Participants were randomly recruited to a sitting or standing tutorial for nine weeks. This study addresses learning in a real-world setting and reveals insights on the effects of standing on learning.",
keywords = "Academic achievement, Higher Education, Mixed-methods, Physical activity monitoring, Problem-based learning, Sedentary behaviour, MORTALITY, Sedentary behavior, SEDENTARY BEHAVIORS, EMOTIONAL EXPRESSION, WEIGHT MAINTENANCE, ALL-CAUSE, OBESITY, Higher education, CARDIOVASCULAR-DISEASE, TELEVISION VIEWING TIME, PHYSICAL-ACTIVITY, ATTENTIONAL DEMANDS",
author = "HQ Chim and {van Gerven}, {Pascal W.M.} and {de Groot}, Renate and {Oude Egbrink}, Mirjam and Roy Erkens and Hans Savelberg",
note = "Funding Information: The authors would like to thank the BIO2005 Evolutionary Biology class (2017–2018) of the Maastricht Science Programme for participating in the pilot and helping to optimize the design of this study. The authors would like to express their gratitude towards the students, tutors and course coordinator (including the expert scorers) for participating and contributing to this study. The authors are grateful for the help given by the voluntary research assistants: Amber van Dulmen, Chantal Witsiers, Farah Alkhotany, Kato Herman, and Marius Smits. The authors are thankful for the adjustable, electronic standing desks provided by EDLAB (Maastricht University's institute for education innovation). The authors are appreciative of the assistance provided by the administrative staff of the department of Educational Development and Research and the Institute for Education of the Faculty of Health, Medicine and Life Sciences at Maastricht University. Publisher Copyright: {\textcopyright} 2019 Elsevier Ltd",
year = "2019",
doi = "10.1016/j.ijer.2019.08.005",
language = "English",
volume = "98",
pages = "123--133",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "ELSEVIER SCI LTD",
}