Katharina E Kariippanon1, Dylan P Cliff2, Yvonne G Ellis3, Marcella Ucci4, Anthony D Okely3, Anne-Maree Parrish1. 1. Early Start, School of Health and Society, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, Australia. 2. Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, Australia. 3. Early Start, School of Education, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, Australia. 4. Bartlett School of Environment, Energy and Resources, University College London Institute for Environmental Design and Engineering, London, UK.
Abstract
BACKGROUND: To achieve sustainability, we must consider scalable improvements in student movement behavior in the classroom setting, educational priorities. Flexible learning spaces that employ student-centered pedagogy and contain a range of furniture and layout options, implemented to improve educational outcomes, may enable unintended health benefits. In this review, we summarize the evidence on the effects of flexible learning spaces on adolescent student movement behaviors and educational outcomes. METHODS: We searched 5 databases, retrieving 5 quantitative and one qualitative article meeting the review criteria. RESULTS: Students in flexible learning spaces spent less time sitting, and more time standing and moving. Students were also more engaged, on-task, and collaborated and interacted more. Academic results for English, Mathematics and Humanities for those in flexible learning spaces were higher than peers in traditional classrooms. CONCLUSION: Evidence from the reviewed studies suggests that there may be beneficial outcomes across some movement behaviors as well as learning outcomes in classrooms that employ student-centered pedagogy and use a built environment that facilitates autonomy and choice around where and how to learn. These learning environments present an opportunity for an interdisciplinary approach to address sedentary behavior in classrooms.
BACKGROUND: To achieve sustainability, we must consider scalable improvements in student movement behavior in the classroom setting, educational priorities. Flexible learning spaces that employ student-centered pedagogy and contain a range of furniture and layout options, implemented to improve educational outcomes, may enable unintended health benefits. In this review, we summarize the evidence on the effects of flexible learning spaces on adolescent student movement behaviors and educational outcomes. METHODS: We searched 5 databases, retrieving 5 quantitative and one qualitative article meeting the review criteria. RESULTS: Students in flexible learning spaces spent less time sitting, and more time standing and moving. Students were also more engaged, on-task, and collaborated and interacted more. Academic results for English, Mathematics and Humanities for those in flexible learning spaces were higher than peers in traditional classrooms. CONCLUSION: Evidence from the reviewed studies suggests that there may be beneficial outcomes across some movement behaviors as well as learning outcomes in classrooms that employ student-centered pedagogy and use a built environment that facilitates autonomy and choice around where and how to learn. These learning environments present an opportunity for an interdisciplinary approach to address sedentary behavior in classrooms.
Authors: Jani Hartikainen; Eero A Haapala; Arja Sääkslahti; Anna-Maija Poikkeus; Taija Finni Journal: Int J Environ Res Public Health Date: 2022-07-04 Impact factor: 4.614
Authors: Karla Cardoso de Souza; Tassia Barcelos Mendes; Tabatah Hellen Santos Gomes; Ariana Aline da Silva; Luiz Henrique da Silva Nali; Andre Luis Lacerda Bachi; Fabricio Eduardo Rossi; Saulo Gil; Carolina Nunes França; Lucas Melo Neves Journal: Front Psychiatry Date: 2021-12-16 Impact factor: 4.157