参加辅导小组会议对学习的影响:一项随机对照试验

IF 3.4 Q2 NEUROSCIENCES Trends in Neuroscience and Education Pub Date : 2021-09-01 DOI:10.1016/j.tine.2021.100156
H.Q. Chim , Renate H.M. de Groot , Pascal W.M. Van Gerven , Mirjam G.A. oude Egbrink , Roy H.J. Erkens , Ulrike von Rango , Jos L.V. Broers , Hans H.C.M. Savelberg
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引用次数: 0

摘要

站立式课桌已被引入教育环境,以减少学生久坐不动的行为。本研究旨在探讨参加辅导小组会议对大学生学习的影响。方法96名受试者随机分为坐或站组,每周1 - 2次,共9周。通过考试成绩、概念图和辅导互动来分析学习情况。结果总的来说,通过考试、概念图和以学习为导向的互动的使用来衡量,坐着组和站着组在学习方面没有什么不同。结论:参加辅导小组会议既不会促进学习,也不会损害学习。考虑到长时间久坐带来的健康风险,为本科生提供站立辅导小组会议是一种建议的解决方案,可以打破长时间久坐的行为,鼓励更多的体育活动,同时保持学生的学习成绩。
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The effects of standing in tutorial group meetings on learning: A randomized controlled trial

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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来源期刊
CiteScore
6.30
自引率
6.10%
发文量
22
审稿时长
65 days
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