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

Autor: Chim HQ; Department of Nutrition and Movement Sciences, School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, 6200 MD, the Netherlands. Electronic address: hq.chim@maastrichtuniversity.nl., de Groot RHM; Department of Complex Genetics, School of Nutrition and Translational Research in Metabolism (NUTRIM), FHML, Maastricht University, 6200 MD, the Netherlands; Faculty of Educational Sciences, Open University of the Netherlands, 6419 AT, the Netherlands. Electronic address: Renate.deGroot@ou.nl., Van Gerven PWM; Department of Educational Development and Research, SHE, FHML, Maastricht University, 6200 MD, the Netherlands. Electronic address: p.vangerven@maastrichtuniversity.nl., Oude Egbrink MGA; Department of Physiology, SHE, FHML, Maastricht University, 6200 MD, the Netherlands. Electronic address: m.oudeegbrink@maastrichtuniversity.nl., Erkens RHJ; Maastricht Science Programme, Faculty of Science and Engineering, Maastricht University, 6200 MD, the Netherlands. Electronic address: roy.erkens@maastrichtuniversity.nl., von Rango U; Department of Anatomy & Embryology, Care and Public Health Research Institute (CAPHRI), FHML, Maastricht University, 6200 MD, the Netherlands. Electronic address: ulrike.vonrango@maastrichtuniversity.nl., Broers JLV; Department of Genetics and Cell Biology, School for Cardiovascular Diseases (CARIM), Maastricht University Medical Center, 6202 AZ, the Netherlands. Electronic address: jos.broers@maastrichtuniversity.nl., Savelberg HHCM; Department of Nutrition and Movement Sciences, SHE, NUTRIM, FHML, Maastricht University, 6200 MD, the Netherlands. Electronic address: hans.savelberg@maastrichtuniversity.nl.
Jazyk: angličtina
Zdroj: Trends in neuroscience and education [Trends Neurosci Educ] 2021 Sep; Vol. 24, pp. 100156. Date of Electronic Publication: 2021 Jun 12.
DOI: 10.1016/j.tine.2021.100156
Abstrakt: 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.
(Copyright © 2021. Published by Elsevier GmbH.)
Databáze: MEDLINE
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