The Effects of Standing Tutorials on Learning in Undergraduate Students: Study Protocol

HQ Chim*, Pascal van Gerven, R.H.M. de Groot, Mirjam Oude Egbrink, Roy H.J. Erkens, Hans Savelberg

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review


    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.
    Original languageEnglish
    Pages (from-to)123-133
    Number of pages11
    JournalInternational Journal of Educational Research
    Publication statusPublished - Sep 2019


    • Higher education
    • Physical activity monitoring
    • Problem-based learning
    • Sedentary behavior
    • Academic achievement
    • Mixed-methods


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