1. The effects of standing tutorials on learning in undergraduate students: Study protocol.
- Author
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Chim, H.Q., Van Gerven, Pascal W.M., de Groot, Renate H.M., oude Egbrink, Mirjam G.A., Erkens, Roy H.J., and Savelberg, Hans H.C.M.
- Subjects
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UNDERGRADUATES , *ACADEMIC achievement , *TEST scoring - Abstract
• Protocol of exploratory longitudinal RCT investigating standing effects on learning. • Comparison of learning performance between sitting and standing tutorials. • Learning operationalized as discussion quality, concept test scores, and exam grade. • Secondary outcomes: change in physical activity patterns, attendance, and affect. • The multifaceted learning process in a real-world educational setting is addressed. 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. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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