Associations of Classroom Design and Classroom-Based Physical Activity with Behavioral and Emotional Engagement among Primary School Students

Hartikainen, Jani; Poikkeus, Anna‐Maija; Haapala, Eero A.; Sääkslahti, Arja; Finni, Taija

doi:10.3390/su13148116

Cited by 3 publications

(4 citation statements)

References 55 publications

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“…In this study, engagement is analyzed in two dimensions: emotional and cognitive. Emotional engagement refers to positive reactions to school, such as enjoyment and the experience of belonging [37]. On the other hand, cognitive engagement refers to strategic learning skills, motivation, and problem-solving [38,39].…”

mentioning

confidence: 99%

Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students

Chans

Castro

2021

Computers

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In the last year, educational experiences have become increasingly challenging due to teaching classes remotely. For this reason, it has been necessary to develop educational strategies that accompany the use of new technologies to maintain student interest. One of these methodologies is gamification, implemented in school environments more frequently due to the pandemic and whose impact on student motivation and engagement needs to be explored. The literature shows that student participation in these contexts should be increased when applying this methodology, where teachers can also provide greater support. This research proposes improving these aspects by developing a gamification strategy that can be easily replicated in other environments. This study was carried out for a chemistry course at a university in central Mexico. This proposal details the short-, medium-, and long-term bonuses which stimulated and motivated students and achieved specific objectives. We also present the quantitative results of a questionnaire applied to 48 engineering students to identify their perceptions of how gamification could increase motivation and engagement in learning the subject of chemistry. In addition, pre- and post-knowledge tests were applied to determine whether there were changes in the learning outcomes. The results indicated that gamification increased student motivation and engagement, improved attitudes, promoted actions such as keeping the camera on during lectures and regular attendance, and improved student grades. This study fills the need for planning strategies to help improve student motivation in online classes and proposes an instrument to measure the results. It can be helpful to those interested in applying or adapting it in other disciplines.

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confidence: 99%

Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students

Chans

Castro

2021

Computers

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“…Physical activity, as an important way to achieve a healthy life for people, includes aerobic and non-aerobic exercises such as walking and running [26,27]. Physical activity needs, on the other hand, refer more to a state of psychological need that people exhibit when participating in physical activities [28].…”

Section: Physical Activity Needs and Involvementmentioning

confidence: 99%

The Relationships between University Students’ Physical Activity Needs, Involvement, Flow Experience and Sustainable Well-Being in the Post-Pandemic Era

Liao

Nong

et al. 2023

Sustainability

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As the global sustainable development agenda advances, having a healthy lifestyle has become an important part of the common pursuit. Physical activity needs and experiences are becoming increasingly diverse, yet there is a paucity of research on issues associated with university students’ physical activity needs, and their perceptions of their physical activity needs and sustainable well-being are not yet fully understood. Therefore, this study combines Self-Determination Theory with the existence, relatedness, and growth (ERG) Theory of Needs to explore the mediating effects of different variables on the relationship between university students’ physical activity needs and sustainable well-being. A total of 900 Chinese university students were invited through an online survey to participate in this study, and the collected data were validated with a structural equation model. According to the results of the study, it was found that the level of involvement and flow experience in university students’ sports activities have a mediating effect on the relationship between needs and sustainable well-being. Therefore, educators can enhance the level of sustainable well-being by stimulating university students’ physical activity needs and improving their level of involvement and participation experience.

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“…The CHIPASE data collection has been previously described in [30,31]. Fifteen classrooms of third and fifth grade students from three public schools from two different provinces in Finland participated in this study.…”

Section: Study Design and Participantsmentioning

confidence: 99%

“…Triaxial accelerometers (RM42, UKK Terveyspalvelut Oy, Tampere, Finland, Range ±16 g, sample rate: 100 Hz, A/D conversion: 13-bit) were used. Accelerometer data reduction methods have been previously described in [29][30][31]. The teacher-reported weekly schedule was used to determine time spent inside in the classroom during general education, which was included in the analysis.…”

Section: Accelerometry Outcomesmentioning

confidence: 99%

Sedentary Patterns and Sit-to-Stand Transitions in Open Learning Spaces and Conventional Classrooms among Primary School Students

Hartikainen

Haapala

Sääkslahti

et al. 2022

IJERPH

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Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs that may provide possibilities to reduce sedentary behavior among students during lessons. Cross-sectional associations of classroom type on accelerometry assessed sedentary bout durations and sit-to-stand transitions were investigated in 191 third and fifth grade students recruited from one school with open learning spaces and two schools with conventional classrooms. A three-way ANOVA for classroom type, gender and grade level indicated that students in open learning spaces had more 1-to-4-min sedentary bouts (mean difference 1.8 bouts/h, p < 0.001), fewer >10-min sedentary bouts (median 0.20 vs. 0.48 bouts/h, p = 0.004) and more sit-to-stand transitions (mean difference 0.9 STS/h, p = 0.009) than students in conventional learning spaces. Comparisons between schools by grade, which were conducted with a one-way ANCOVA adjusted for gender, indicated that most of the significant differences occurred between schools with different classroom types. There were only small and mostly statistically nonsignificant differences between the two schools with conventional classrooms. In conclusion, open learning spaces may improve children’s sedentary profiles towards shorter sedentary bout durations and facilitate also postural transitions during lessons, which may translate into beneficial health impacts over a longer period.

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Associations of Classroom Design and Classroom-Based Physical Activity with Behavioral and Emotional Engagement among Primary School Students

Cited by 3 publications

References 55 publications

Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students

Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students

The Relationships between University Students’ Physical Activity Needs, Involvement, Flow Experience and Sustainable Well-Being in the Post-Pandemic Era

Sedentary Patterns and Sit-to-Stand Transitions in Open Learning Spaces and Conventional Classrooms among Primary School Students

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