Zeitschrift für Ergonomie
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Abstrakt

Do You Want Your Students to Pay More Attention in Class? Try Dynamic Seating!

Scott Rollo*, Siobhan Smith and Harry Prapavessis

Background: A number of studies have examined dynamic seating in the classroom as a practical, low-cost, and effective strategy to allow students to accumulate light-intensity physical activity, improve the instructional atmosphere and increase academic performance in students. One outcome of interest associated with student learning and subsequent academic performance is attention.
Purpose: To provide insight into the “state of affairs” of the classroom-based dynamic seating literature that has been published with a specific emphasis on improving attention among students. Strengths and limitations of the work are discussed and future directions are highlighted.
Findings: To our knowledge, only five studies have investigated the effect of classroom-based dynamic seating on the academic-related outcome of attention. Evidence supports the use of classroom-based dynamic seating to improve the attention of students.
Conclusion: The integration of dynamic seating in the classroom may be an attractive alternative to traditional seating options with benefits for increasing attention among students. However, studies need to be replicated with larger sample sizes, adequate power, and more rigorous experimental designs before definitive conclusions can be drawn.