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Attentiveness and Fidgeting While Using a Stand-Biased Desk in Elementary School Children
Ann M Swartz1,2, Nathan R Tokarek1, Scott J Strath1,2
1Department of Kinesiology, University of Wisconsin-Milwaukee, Milwaukee, WI 53201, USA.
Summary
Standing desks in classrooms did not increase fidgeting but improved attentiveness in students. This suggests standing desks can be used without negatively impacting classroom behavior or learning.
Area of Science:
- Educational Psychology
- Human-Computer Interaction
- Classroom Ergonomics
Background:
- Sedentary behavior in classrooms is a growing concern.
- Standing desks offer a potential solution to reduce sedentary time.
- The impact of standing desks on student behavior and attention requires investigation.
Purpose of the Study:
- To evaluate the effect of stand-biased desks on student fidgeting.
- To assess the impact of stand-biased desks on student attentiveness.
- To determine if standing desks negatively affect classroom behavior.
Main Methods:
- A within-classroom crossover design was used.
- 97 students in grades 3, 4, and 6 participated.
- Half of traditional desks were replaced with stand-biased desks, with direct observation of behaviors.
Main Results:
- Stand-biased desks did not significantly influence fidgeting behavior.
- Attentive behavior was positively impacted; less attentive students showed reduced non-attentive behavior with standing desks.
- Fidgeting and non-attentive episodes were related, but desk type did not moderate this.
Conclusions:
- Incorporating standing desks into classrooms is feasible.
- Standing desks do not appear to be detrimental to classroom behavior.
- Stand-biased desks may enhance attentive behavior in students.
