The effect of using activity workstations on heart rate variability during complex cognitive tasks

Building a Low-Cost Wireless Biofeedback Solution: Applying Design Science Research Methodology

In recent years, affective computing has emerged as a promising approach to studying user experience, replacing subjective methods that rely on participants' self-evaluation. Affective computing uses biometrics to recognize people's emotional states as they interact with a product. However, the cost of medical-grade biofeedback systems is prohibitive for researchers with limited budgets. An alternative solution is to use consumer-grade devices, which are more affordable. However, these devices require proprietary software to collect data, complicating data processing, synchronization, and integration. Additionally, researchers need multiple computers to control the biofeedback system, increasing equipment costs and complexity. To address these challenges, we developed a low-cost biofeedback platform using inexpensive hardware and open-source libraries. Our software can serve as a system development kit for future studies. We conducted a simple experiment with one participant to validate the platform's effectiveness, using one baseline and two tasks that elicited distinct responses. Our low-cost biofeedback platform provides a reference architecture for researchers with limited budgets who wish to incorporate biometrics into their studies. This platform can be used to develop affective computing models in various domains, including ergonomics, human factors engineering, user experience, human behavioral studies, and human-robot interaction.

Activity Workstations in High Schools: Decreasing Sedentary Behavior Without Negatively Impacting Schoolwork

High school students are at risk for increased sedentary behavior due in part to a decrease in physical activity throughout adolescence and to required sedentary behavior during much of the school day. The purpose of the current study is to examine the impact of using activity workstations in a high school English class for struggling readers. Twenty high school students participated in the study. The participants completed a 16-week study where each participant used an activity workstation for 8 weeks and a traditional desk for 8 weeks in a crossover design for a 40-min period during normal class. They responded to a series of subjective questions about reading and schoolwork at the beginning and end of each 8-week session and followed the READ 180 program designed to help struggling readers during the study. The results indicated that academic performance increased in both desk conditions during the study and from the beginning to the end of the study. In addition, there was a significant improvement in items in the subjective survey related to reading, motivation, and schoolwork in both desk conditions across the study. The current results suggest that using an activity workstation in the classroom did not negatively affect academic performance or students’ perceptions of working on academic assignments compared to the traditional desk condition. These results indicate that activity workstations could be implemented in classrooms to provide students with a non-sedentary option during the school day thus increasing physical activity in students.

Classroom Movement Breaks and Physically Active Learning Are Feasible, Reduce Sedentary Behaviour and Fatigue, and May Increase Focus in University Students: A Systematic Review and Meta-Analysis

Background: University students are mostly sedentary in tertiary education settings which may be detrimental to their health and learning. This review aimed to examine the feasibility and efficacy of classroom movement breaks (CMB) and physically active learning (PAL) on physical and cognitive outcomes in university students in the tertiary setting. Methods: Five electronic databases (MEDLINE, CINAHL, Embase, PsychINFO, and PubMed) were searched for articles published up until November 2021. Manual searching of reference lists and citation tracking were also completed. Two reviewers independently applied inclusion and exclusion criteria and completed quality assessment. Articles were included if they evaluated CMB or PAL interventions delivered to university students in a tertiary setting. Results: Of the 1691 articles identified, 14 studies with 5997 participants met the inclusion criteria. Average study quality scores were poor for both CMB and PAL studies. CMBs and PAL are feasible in the tertiary setting and increase physical activity, reduce sedentary behaviour, increase wellbeing, and reduce fatigue in university students. In addition, CMBs increased student focus and attention in class and PAL had no detrimental effect on academic performance. Conclusions: University educators should feel confident in introducing CMB and/or PAL interventions into their classes to improve student health and wellbeing.