Search Results (220)

Low levels of physical activity and prolonged sedentary behavior among young people are important contributors to the growing prevalence of overweight and obesity worldwide. Because children and adolescents spend a large proportion of their waking hours in school environments that often involve extended periods of sitting, schools represent a strategic setting for interventions aimed at promoting healthier movement behaviors and lifestyle habits. Classroom-based active breaks, defined as short bouts of physical activity integrated into regular lessons, have been proposed as a practical and scalable strategy to interrupt sedentary time without substantially disrupting academic instruction. This narrative review examines how active breaks have been implemented in school settings and synthesizes current evidence regarding their effects on physical activity, sedentary behavior, lifestyle-related outcomes, and obesity-related indicators among children and adolescents. Relevant literature published since 2006 was identified through searches of PubMed, Scopus, and Web of Science. The available evidence suggests that active breaks can increase in-school physical activity and reduce prolonged sedentary exposure, while also contributing to improvements in classroom behavior, cognitive engagement, and several lifestyle-related and psychosocial outcomes. However, direct effects on adiposity indicators appear modest and are often difficult to isolate because active breaks are frequently implemented within broader school-based health interventions. Overall, active breaks represent a feasible and low-cost strategy that may support healthier lifestyle behaviors and contribute to obesity prevention when regularly integrated into school routines. Full article

Serving students with special educational needs (SENs) involves recognising that their learning is closely linked to their emotional needs. Self-esteem and socio-emotional well-being play a key role in their motivation and adaptation to school. In this context, physical activity-based interventions at school emerge as a possible way to strengthen their self-esteem and socio-emotional well-being. The aim of this study was to analyse the effects of a web-based active break programme on self-esteem in students aged 6 to 10 years with SENs and on socio-emotional well-being in the subgroup of first–second-grade students. A pre-specified sub-analysis was conducted of a multicentre randomised controlled trial with a sample of 161 students with special educational needs (7.8 ± 1.1 years, 32% girls), divided into a control group (85 students) and an experimental group (76 students). A programme of video-guided active breaks was implemented in the classroom, applied twice a day, five days a week for 12 weeks, via a web platform. Self-esteem was assessed using the School Self-Esteem Test (SSET), and socio-emotional well-being was assessed using the Self-Report of Socio-Emotional Well-Being (SRSEWB). A significant Time × Group interaction was observed for self-esteem, F_{(1, 157)} = 5.43, p = 0.021, η²_p = 0.033, but no statistically significant effects were detected for socio-emotional well-being. These findings suggest that active break interventions may help strengthen self-esteem in students with SENs. Future research should examine the temporal stability of these improvements, determine the optimal intervention duration required to generate sustained changes, and evaluate longer-term socio-emotional outcomes. Full article

Background: Dental students need to qualify with a clear understanding of the continuum of biological development from the molecular (genetic, epigenetic and environmental interactions) to the cellular (morphogenesis and differentiation) to the emergence of the mature tissue or organ. Histogenetics provides a core component for this understanding. The aim of this study is to investigate whether a merged approach, combining traditional and recent methods, can enhance the teaching of histogenetics to dental students. Methods: This study blended traditional (lectures, drawings, microscopy) and recent approaches (flipped classroom elements, virtual microscopy, group-based poster construction, and interactive quiz-based discussion) to enhance student engagement and perceived learning in oral histogenetics. The intervention was delivered to master-level dental students across six core oral histogenetics topics. Teaching followed a structured three-phase model: Prepare (digital lectures and short microscopy-introduction videos); Engage (microscopy session and group-based poster creation); and Test and Discuss (teacher-led quizzing and discussion). Student perceptions were evaluated through an electronically distributed 17-item questionnaire at the end of the course. Items were grouped into self-evaluation, resources, and teaching method domains and rated on a five-point Likert scale. Results: A total of 45 of 51 students responded (88%). Across all domains, positive perceptions (Agree/Strongly Agree) predominated (p < 0.001). Self-evaluation items showed strong agreement for attendance and group contribution, with more variability in preparation time and motivation. Resources were rated highly, although the accessibility of physical guidance showed more mixed responses. The merged teaching method received strong endorsement, with students reporting engagement, enjoyment, ease of understanding, and clear emphasis on clinical relevance. Conclusions: The merged approach was perceived as pedagogically valuable and clinically meaningful by the students and appears to enhance perceived engagement, clarity, and relevance in oral histogenetics teaching. These findings support the adoption of blended, student-active methodologies to strengthen comprehension and promote clinically meaningful learning in oral histology. Full article

Active learning has increasingly been adopted as an evidence-aligned approach to improving learning quality in university physics—a domain characterized by high conceptual abstraction, persistent misconceptions, and substantial variability in student performance. Evidence from physics education research indicates that active-learning designs can outperform lecture-dominant instruction in conceptual learning and student engagement; however, reported effects vary substantially across instructional settings and implementation models. Here, empirical studies and review-level syntheses are integrated to delineate (i) the instructional components that most reliably underpin successful active learning, (ii) the mechanisms through which these components influence learning processes and outcomes, and (iii) the boundary conditions that moderate effectiveness across higher-education contexts. The synthesis is further situated within sustainability-oriented higher education by linking physics active-learning designs to competence development relevant to quality education, climate literacy, and collaborative problem solving. Evidence spanning flipped classroom implementations, peer instruction, collaborative problem solving, inquiry- and project-based approaches, and technology-enhanced formats is organized into a component–mechanism–outcome framework structured along cognitive, affective, and behavioral pathways. Two deliverables are advanced: an integrative mechanism model connecting instructional components to mediating processes, learning outcomes, and sustainability-aligned competencies, and an operational toolbox that translates the evidence into actionable design heuristics, measurement options, and scaling considerations. By redirecting attention from “which strategy works” to “which components work, how, and under what conditions,” the review aims to support instructors, departments, and institutions seeking scalable, evidence-aligned active learning in university physics. Full article

Physically Active Learning (PAL) integrates physical activity into classroom teaching and has been shown to benefit students’ cognitive, social, and academic outcomes. Despite these advantages, PAL is not yet sustainably implemented in everyday school practice, highlighting the need for effective professional development (PD) formats for teachers. This randomized controlled experimental study examined how different PD formats, varying in their mode of engagement with ready-to-use PAL materials, affect teachers’ motivation, professional competence, and implementation of PAL. A total of 153 in-service primary teachers participated in a 2.5 h PD training and were randomly assigned to one of three formats: example-based learning, experience-based learning, or problem-solving. Data were collected at pre-test, post-test, and a six-week follow-up using standardized questionnaires. Results showed that teachers in the experience-based format reported significantly higher motivation during the PD training than those in the other formats. Across all formats, attitude and self-efficacy regarding PAL increased over time, whereas no significant gains in knowledge were observed. No significant differences between PD formats regarding overall implementation of PAL were observed. Exploratory analyses indicated a potential advantage of the experience-based format. Overall, the findings suggest that immersive, experience-based PD formats may be particularly effective in fostering teachers’ motivation. Full article

Background/Objectives: The dose–response relationship between physical activity (PA) and cognitive indicators such as selective attention remains a subject of debate among professionals in education and neuroscience. The aim of this study was to determine the effects of an 8-week multimodal intervention program on selective attention in schoolchildren from Bogotá, Colombia, by comparing different intensities and practice contexts. Methods: A quasi-experimental study was conducted with 267 students aged 8–14 years, divided into four groups: control group (CG n = 69), light physical activity/active breaks (LPA; n = 64), moderate physical activity (MPA; n = 66) and moderate-to-vigorous physical activity (MVPA; n = 68). The intervention was delivered as follows: the control group followed usual school routines; LPA through classroom active breaks (10 min, 3×/day, 3 days/week); MPA during school recess (30 min, 2×/week), and MVPA during physical education classes (90 min, 1×/week). Selective attention was assessed using the d2-R test. Linear Mixed Models (LMMs) were applied to analyze the Group × Time interaction while accounting for the hierarchical structure of the data (students nested within eight schools). Conclusions: Moderate-to-vigorous physical activity (Δ = +17.49) and light-intensity active breaks (Δ = +15.47) were effective in strengthening selective attention. These findings suggest that school-based physical activity should extend beyond physical education classes and incorporate movement-based activities within the classroom. Full article

Small Private Online Courses (SPOCs) have gained attention as a promising approach to blended learning in higher education, particularly within the Flipped Classroom framework. Unlike Massive Open Online Courses (MOOCs), SPOCs cater to a limited number of students, allowing for more personalized learning experiences and enhanced interaction with instructors. This case study examines the integration of a SPOC titled “Introduction to Quantum Physics” into the undergraduate course “Introduction to Modern Physics” at the University of Crete. The research employs a mixed-methods approach, combining quantitative and qualitative data collection methods. Quantitative data were obtained from a questionnaire distributed to students and an analysis of student grades, while qualitative insights were derived from interviews with the course instructors. The findings indicate that the SPOC was associated with positive student engagement and comprehension of complex physics concepts, aligning with previous research on blended learning effectiveness. However, challenges were identified, including the need for increased student–instructor interaction in the online component. Recommendations for improving the SPOC model include the development of interactive activities and enhanced instructor support. This study aims to contribute to the growing body of research on the Flipped Classroom framework in higher education, highlighting the potential utility of SPOCs to enrich learning experiences. Full article

This study examines the effectiveness of a purposefully constructed Foreign Language Learning Environment (FLLE) in developing foreign language communicative competence within Kazakhstani higher education. Focusing on four interrelated components—pedagogical resources, physical learning space, motivational strategies, and ICT integration—the study addresses the limited opportunities for authentic English communication characteristic of EFL contexts. A quasi-experimental design involving 69 undergraduate students was employed, with participants divided into experimental and control groups. Statistical analysis using the Mann–Whitney U test revealed significantly higher post-test results in the experimental group, particularly in speaking performance. The findings demonstrate that communicative competence development can be significantly enhanced when (1) instructional materials prioritize authentic, task-based communication, (2) classroom spaces are organized to facilitate face-to-face interaction, (3) motivational support is provided through speaking activities and extracurricular activities, and (4) ICT tools, including conversational AI, are used to extend communicative interaction beyond classroom time. Full article

This classroom-based case study examines how an AI-mediated Socratic dialogue, implemented through ChatGPT, can support students’ engagement and perceived learning in undergraduate thermodynamics. Conducted in a first-year engineering physics course at a private university in northern Mexico, the activity invited small student groups to interact with structured prompts designed to promote inquiry, collaboration, and reflective reasoning about the adiabatic process. Rather than functioning as a source of answers, ChatGPT was intentionally positioned as a mediating scaffold for Socratic questioning, prompting students to articulate, examine, and refine their reasoning. A mixed-methods approach was employed, combining a 10-item Likert-scale survey with construct-level statistical analysis of two focal dimensions: perception of learning and engagement, including an exploratory comparison by gender. Results indicated consistently high levels of perceived learning and engagement across the cohort, with average scores above 4.5 out of 5. At the construct level, no statistically significant gender differences were observed, although a single item revealed higher perceived learning among female students. Overall, the findings suggest that the educational value of ChatGPT in this context emerged from its integration within a Socratic, inquiry-oriented pedagogical design, rather than from the technology alone. These results contribute to ongoing discussions on the responsible and pedagogically grounded integration of generative AI in physics education and align with Sustainable Development Goal 4 (Quality Education). Full article

Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use teacher-focused, lecture pedagogy in their classes. Methods include answers from eight faculty members, and interviews with five faculty members who self-identified as primarily using lecture were conducted to determine their perceptions of why they use lecture. During analysis coding, results show that an unanticipated theme not sufficiently represented in the pre-existing literature rose to the forefront: that many of these faculty members feel the decision of pedagogy is out of their control. In conclusion, a grounded theory was developed and is proposed herein that these faculty feel a sense of powerlessness. Reasons offered include administrators often make decisions based on the financial needs of the school, which then force the faculty into using lecture as their primary pedagogy. Implications include that providing professional development in active pedagogies may not be sufficient to help faculty members change pedagogy, as they may need to be convinced that they have the power to make change and use student-centered, active learning pedagogies within their own individual constraints and settings. Understanding that some instructors may feel powerless in choosing how to teach is an important step for professional development providers toward ensuring that faculty have a voice and can choose the best teaching methods for their classrooms. Full article

Efforts to improve undergraduate education in mathematics and other STEM fields often work with instructors to implement research-based instructional practices that emphasize active and collaborative learning. To measure the progress and outcomes of such initiatives, researchers need measurement tools that are versatile, meaningful, and inexpensive to use, to know what teaching practices are occurring. Because students spend a great deal of time observing class conditions, they are well positioned to report the teaching that they experienced. We report results from some 2400 student surveys on the use of active and collaborative learning (ACL) approaches in over 200 recitation sections of gateway courses in tertiary mathematics, physics, and computer science. We developed a set of survey items, TAMI-SS, and a compound measure based on the items, called S-ACL for Student-reported Active and Collaborative Learning, that reflects the extent of active and collaborative learning as reported by students. We find that S-ACL scores compare favorably with instructor surveys and observations, and with students’ reports of their classroom experience using established measures. Moreover, S-ACL reflected departments’ progress in implementing ACL in recitations. When focused on specific, observable classroom behaviors, student surveys of instructional practice can be used to measure the progress of instructional change initiatives in mathematics and similar fields. Full article

Background/Objectives: This study examined how maker-based physical education (PE) lessons, co-designed within a Professional Learning Community (PLC), expanded student participation and supported teacher professional growth. Focus was placed on engaging sport-marginalized students, often excluded due to ability, motivation, or social background. Methods: This qualitative single-case study examined a PE-focused professional learning community (PLC) that collaboratively designed maker-based PE lesson prototypes and partially implemented them in regular PE classes. Data included PLC documents, lesson plans, classroom observations, student work, and semi-structured teacher interviews, and were analyzed using inductive category analysis. Results: Three lesson types emerged: (1) physical data measurement and analysis, (2) performance feedback, and (3) play- and game-based formats. These diversified participation by promoting student roles beyond performers, such as creators and analysts. Sport-marginalized students took on new roles as creators and analysts and, at the same time, showed increased engagement in physical activities and more active participation in lessons as performers. Teachers shifted from skill-focused instruction to reflective, practice-based teaching. The PLC enabled sustained innovation and collective growth. Conclusions: Maker-based PE offers a low-cost, adaptable model for inclusive curriculum reform that promotes creativity, wellbeing, and participation. Future studies should explore its long-term impact, broader implementation, and strategies to support ongoing PLC-based innovation. Full article

Innovative learning environments such as IkasLab demand evaluation instruments that connect spatial design with pedagogical, cognitive, and technological dimensions; however, no validated tools currently address this need. This study aimed to develop and validate a rubric for assessing IkasLab classrooms, conceived as active learning environments that foster cognitive and metacognitive processes. A two-round Delphi study was conducted with a panel of 13 experts in learning spaces, cognitive processes, and ICT. Quantitative assessments and qualitative contributions were analysed, and the expert competence index (K = 0.835) confirmed a high level of expertise and consensus. The resulting rubric is organised into four blocks—social learning spaces, learner-centred environments, spaces for reflective thinking, and spaces for deep learning—each linked to specific cognitive processes derived from established theoretical frameworks. The validated instrument offers a structured and coherent framework for examining how spatial, cognitive, and technological components interact within IkasLab environments. The findings contribute theoretically by articulating a model that associates physical learning spaces with cognitive processes, and practically by providing an evidence-based tool for teachers, designers, and policymakers seeking to evaluate or implement active, flexible, and cognitively oriented learning environments. Full article

Introduction: Creative Dance, as an educational approach to physical activity emphasizing autonomous exploration and creative expression, has demonstrated significant benefits for children’s cognitive development and independent learning. This study aimed to examine the effects of Creative Dance on the development of autonomy among Chinese children aged 4 to 6 years, and to investigate the mediating role of autonomy need satisfaction in this process. Methods: A randomized, single-blind, two-arm experimental design was utilized, with classrooms serving as the unit of assignment. A total of 102 children aged 4–6 years were randomly allocated to either an experimental group (Creative Dance) or a control group (DanceSport). The children’s autonomy was measured pre- and post-intervention using parent-proxy reports. In addition, qualitative interviews and video observations were conducted to assess the degree of autonomy need satisfaction experienced by the children during the Creative Dance intervention. Results: Analysis of the pre-intervention data revealed no statistically significant differences in autonomy scores between the experimental and control groups. Post-intervention, the children in the experimental group scored significantly higher across all dimensions of autonomy compared to those in the control group. Mediation analysis indicated that autonomy need satisfaction significantly mediated the effect of Creative Dance on self-assertion, but not on self-reliance or self-control. Discussion: Creative Dance constitutes an effective intervention for supporting autonomy need satisfaction and promoting overall autonomy development in young children. Satisfaction of autonomy needs serves as a key mechanism through which Creative Dance enhances self-assertion. These findings provide empirical evidence supporting the incorporation of Creative Dance into early childhood education as a means of promoting physical and mental development. Full article

STEM (Science, Technology, Engineering, and Mathematics) education faces the challenge of incorporating advanced technologies that foster motivation, collaboration, and hands-on learning. This study proposes a portable system capable of transforming ordinary surfaces into interactive learning spaces through gamification and spatial perception. A prototype based on multi-agent architecture was developed on the PANGEA (Platform for automatic coNstruction of orGanizations of intElligent agents) platform, integrating LIDAR (Light Detection and Ranging) sensors for gesture detection, an ultra-short-throw projector for visual interaction and a web platform to manage educational content, organize activities and evaluate student performance. The data from the sensors is processed in real time using ROS (Robot Operating System), generating precise virtual interactions on the projected surface, while the web allows you to configure physical and pedagogical parameters. Preliminary tests show that the system accurately detects gestures, translates them into digital interactions, and maintains low latency in different classroom environments, demonstrating robustness, modularity, and portability. The results suggest that the combination of multi-agent architectures, LIDAR sensors, and gamified platforms offers an effective approach to promote active learning in STEM, facilitate the adoption of advanced technologies in diverse educational settings, and improve student engagement and experience. Full article