Browsing by Subject "Lärande"

According to research, physical activity improves cognitive functioning and is associated with academic achievement. College students sit on average more than other adults and there seems to be a lack of functional learning methods, especially at university level. The purpose of this study is to examine how students experience learning while cycling on a stationary bike during a course in neuroscience. The aim is to examine the students’ experiences, both positive and negative. Their experiences are further examined through an age-related perspective. Learning is explored through the following pre-chosen themes: memory, motivation, attention, concentration and arousal with included theories. Classroom environments can also have an impact on learning. Therefore, environmental factors in the classroom, and how students perceived these factors as having an influence on their learning, are outlined. The study was conducted as a qualitative case study. The data was collected during the fall of 2018 and the sample consisted of nine university students. The participants were interviewed with a semi-structured interview design. The participants were divided into three age groups: group 1 (21, 23 & 25- year olds), group 2 (31, 33 & 37-year olds) and group 3 (51, 52 & 56-year olds). The data was analysed using a theory-based content analysis. The results demonstrate an overall successful and positive learning experience. Motivation, attention, concentration, memory and arousal were experienced a bit differently by the participants. The best learning was experienced by group three while there was more variation in groups one and two. Cycling was experienced as improving learning for most students. Surprisingly, one student lacked motivation regarding the course material, but experienced an improvement in learning during cycling, while another student perceived the course material as interesting, but had trouble concentrating in class. The results in this study supplement previous research and show that learning is mostly experienced as successful during in-class cycling. The results could be used to reduce students’ sedentary time and for academic achievement.