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The impact of classroom seating location and computer use on student academic performance.

ABSTRACT: A student's ability to learn effectively in a classroom setting is subject to many factors. While some factors are difficult to regulate, this study explores two factors that a student, or instructor, has full control over, namely 1) seating position, and 2) computer usage. Both factors have been studied considerably with regard to their effects on student performance, and the results indicate that sitting further from the instructor, or using a computer in the classroom, are related to a decline in grade performance. However, it is unclear if the choice of where to sit and whether or not to use a computer in class are mediated by the same cognitive process. If they are the same, then we would expect to see an interaction between the factors, such that, for example, computer usage would most negatively impact the grades of students who sit near the back of a class. This study aims to answer this question by looking at the individual and combined effects of seating position and computer usage on classroom performance. We sampled 1364 students, collecting nearly 3000 total responses across 5 different introductory psychology courses with 4 different instructors on 3 separate occasions. In agreement with previous research, we found that sitting further from the instructor negatively impacted students' grades (0.75 percentage points/row), and using a computer in class negatively impacted grades (by 3.88 percentage points). Our novel finding is that these deleterious effects combined in an additive manner, such that using a computer had the same harmful effect on grade performance regardless of whether the student sat at the front or back of the classroom.

SUBMITTER: Will P

PROVIDER: S-EPMC7406012 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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The impact of classroom seating location and computer use on student academic performance.

Will Paris P Bischof Walter F WF Kingstone Alan A

PloS one 20200805 8

A student's ability to learn effectively in a classroom setting is subject to many factors. While some factors are difficult to regulate, this study explores two factors that a student, or instructor, has full control over, namely 1) seating position, and 2) computer usage. Both factors have been studied considerably with regard to their effects on student performance, and the results indicate that sitting further from the instructor, or using a computer in the classroom, are related to a declin ...[more]

PMID: 32756560

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Project description:BackgroundIn physiotherapy there is a growing body of literature exploring the benefits simulation could have in the university-setting, prior to the commencement of work-integrated learning. MASK-ED™ simulation is one form of simulation that could be beneficial for student learning and improve performance in the clinical setting. MASK-ED™ simulation involves an educator donning a silicone mask and portraying a patient role that has been specifically developed to meet learning objectives.ObjectiveTo evaluate the effectiveness of MASK-ED™ simulation compared to role-play with peers for training pre-clinical physiotherapy students.MethodsA single-centre, single-blind, cluster randomized trial with concealed allocation, between group post-measures, and intention-to-treat analysis was conducted at an Australian university between February 2018 - January 2021. Participants were 144 physiotherapy students, cluster randomized by tutorial groups (exp n = 70, con n = 74), undertaking their neurological curricula. The experimental group was exposed to MASK-ED™ simulation in five out of a potential thirty-two tutorials (16%) whilst the control continued with role-play with peers. The primary outcome measure was Assessment of Physiotherapy Practice scores from the students' rehabilitation work-integrated learning clinical placement. These were compared between the experimental and control groups using Mann-Whitney U tests. Secondary outcome measures include practical and written examination scores. These were compared between groups via independent t-tests. Participant satisfaction surveys were also administered to the experimental group.ResultsOne hundred thirty-two participants' (exp n = 62, con n = 72) results were analyzed. There were no significant differences between the experimental and control groups for Assessment of Physiotherapy Practice scores (p = 0.699-0.995). There were no significant differences found between the groups, across the secondary outcome measures. Participants found MASK-ED™ simulation was somewhat helpful for preparing them for clinical practice, however felt that a group setting was not as effective as a one-on-one encounter would have been.ConclusionsMASK-ED™ simulation was no more effective than role-play with peers in preparing physiotherapy students for work-integrated learning. The influence of the design of simulation on effective learning and the number of classroom-based simulation encounters required to impact clinical performance requires further investigation.

Dataset Information

The impact of classroom seating location and computer use on student academic performance.

Publications

The impact of classroom seating location and computer use on student academic performance.

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