A cluster randomized control trial to assess the impact of active learning on child activity, attention control, and academic outcomes: The Texas I-CAN trial
A cluster randomized control trial to assess the impact of active learning on child activity, attention control, and academic outcomes: The Texas I-CAN trial
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DOI：
10.1016/j.cct.2017.07.023
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发表时间：
2017-10-01
影响因子：
2.2
通讯作者：
Roberts, Gregory
中科院分区：
文献类型：
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作者：
Bartholomew, John B.;Jowers, Esbelle M.;Roberts, Gregory
主动学习的目的是将体育活动与学术内容的教学相结合。这已被证明是增加身体活动和提高学习成绩的成功策略。现有的设计混淆了学术课程和体育活动。因此，不可能确定学习成绩的后续改善是否是由于：（1）体育活动，（2）主动学习的学术内容，或（3）通过体育活动教授的学术材料的组合。方法/设计：德克萨斯州I-CAN项目是一项三臂、整群随机对照试验，其中28所小学被分配到对照组、数学干预组或拼写干预组。因此，每种干预条件都作为试验另一组的不相关内容对照，允许将体力活动的影响与内容分开。也就是说，只进行积极的数学课程的学校为拼写学校提供了对拼写结果的内容控制。这也计算了直接观察的注意力和行为控制以下时期的积极learning.Discussion：这种设计是独特的，它能够单独的身体活动的影响，在一般情况下，从身体活动和具体的学术内容的组合。这一点，结合检查近端和远端结果的能力，沿着任务时间的测量，将大大有助于指导未来以学校为基础的干预措施的设计。
Backgrounds Active learning is designed to pair physical activity with the teaching of academic content. This has been shown to be a successful strategy to increase physical activity and improve academic performance. The existing designs have confounded academic lessons with physical activity. As a result, it is impossible to determine if the subsequent improvement in academic performance is due to: (1) physical activity, (2) the academic content of the active learning, or (3) the combination of academic material taught through physical activity.Methods/design: The Texas I-CAN project is a 3-arm, cluster randomized control trial in which 28 elementary schools were assigned to either control, math intervention, or spelling intervention. As a result, each intervention condition serves as an unrelated content control for the other arm of the trial, allowing the impact of physical activity to be separated from the content. That is, schools that perform only active math lessons provide a content control for the spelling schools on spelling outcomes. This also calculated direct observations of attention and behavior control following periods of active learning.Discussion: This design is unique in its ability to separate the impact of physical activity, in general, from the combination of physical activity and specific academic content. This, in combination with the ability to examine both proximal and distal outcomes along with measures of time on task will do much to guide the design of future, school-based interventions.