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Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity
ARTICLE

, Department of Psychology, Germany ; , LEAD Graduate School & Research Network, Germany ; , Department of Psychology, Germany ; , , LEAD Graduate School & Research Network, Germany ; , Department of Psychology, Germany

Learning and Instruction Volume 61, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study investigated whether students in grades 5 and 6 learned better when seated proximally to the teacher during a virtual classroom math lesson, taking individual levels of inattention and hyperactivity-impulsivity (i.e., ADHD symptoms) into account. In general, students learned better in the proximal seat location compared to a distant one. Additionally, more intense symptom levels impaired learning more. When considering individual levels of ADHD symptoms, students’ learning outcomes did not specifically benefit from a proximal seat location. Consequently, the present study did not support the general assumption that a proximal seat location fosters academic achievement in students experiencing individual levels of inattention and hyperactivity-impulsivity.

Citation

Blume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.C. & Gawrilow, C. (2019). Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning and Instruction, 61(1), 138-147. Elsevier Ltd. Retrieved October 22, 2019 from .

This record was imported from Learning and Instruction on March 15, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2018.10.004

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