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PHIT2Learn: The Impact of Light-Intensity Physical Activity on Executive Function and Creativity in Vocational Education and Training Students
No full textProlonged sitting among young people is a growing concern. Sitting behavior in education is particularly worrying. Many students in secondary vocation and training education (VET) spend more time sitting on average than their peers in higher education. This large amount of sitting time can have negative implications for cognitive functions such as executive functioning and creativity. Although research suggests that interrupting sitting time with light-intensity physical activity, such as standing or taking short exercise breaks, can have health benefits, the effects on cognitive performance are unclear. Previous research on light physical activity and cognitive functions has mainly focused on children, university students, or (older) adults. As a result, there is a gap in the understanding of the effects of light physical activity on cognitive functions in adolescents and, more specifically, VET students. Furthermore, research into light-intensity physical activity interventions among VET students is limited, making it unclear how such interventions can influence cognitive functions in this group. There is also a lack of overview of research into the relationship between physical activity and creativity in young people (< 25 years). In addition to the cognitive effects of light physical activity, little is known about how VET students and their teachers experience interventions aimed at reducing sitting in the classroom. Therefore, this dissertation had two objectives. The first objective was to investigate the effects of light physical activity on cognitive functions, with a special focus on executive functions in VET students and creativity in children and young people in general. The second objective was to investigate the opinions of VET students and their teachers about a multi-component intervention aimed at reducing the amount of sitting by using sit-to-stand desks in classrooms. Chapter 1, the general introduction, contains a description of the background information for this dissertation. It introduces the most important concepts of this dissertation. Next, the current state of research into the effectiveness of physical activity—in particular, light intensity—on cognitive functions, including executive functions and creativity in adolescents, is discussed, with a focus primarily on VET students. Finally, an overview is presented of the views of teachers and students from various educational sectors, including primary and secondary education, on interventions aimed at reducing sedentary time and promoting physical activity. The chapter concludes with an overview of this dissertation. Chapter 2 provides insight into the acute effects of standing at a sit-to-stand desk versus sitting at a traditional desk on executive functions in VET students. It was expected that standing for 40 minutes would have small positive effects on updating, inhibition, and shifting. For this study, 219 VET students were randomly assigned to a sitting or standing condition. Their cognitive functioning was tested before and after the intervention. No significant differences were found between the sitting and standing conditions, so the hypothesis was not supported. It was concluded that standing for 40 minutes had no significant effect on the executive functions of VET students. Chapter 3 presents a study on the acute effect of short, light intensity physical activity breaks on the cognitive functions of VET students. For this study, use was made of a semi-randomized controlled pre-test-post-test design with 119 vocational students. It was expected that the exercise breaks would have a small positive effect on the students' cognitive functions compared to the sedentary control group. The students were assigned to three groups: a group that walked briskly for 5 minutes, a group that walked briskly for 10 minutes, or a control group that remained seated and watched a short film. Cognitive functions were measured before and after the break. No significant effects of the physical activity breaks on cognitive functions were found. It was concluded that 5 or 10 minutes of brisk walking had no significant effect on the cognitive functions of VET students. Chapter 4 provides insight into the acute effects of standing versus sitting on the creativity of VET students, with a focus on divergent and convergent thinking. For this study, a crossover randomized controlled trial was conducted with 192 first-year VET students. It was expected that standing for 30 minutes in class would have a positive effect on creativity performance. The students were randomly assigned to a sitting or standing condition, which was reversed during the second test session. Both groups received 15 minutes of instruction from their teacher, after which they performed two creativity tests for divergent and convergent thinking for another 15 minutes. No significant differences were found between the sitting and standing conditions. It was concluded that standing for 30 minutes does not affect the creativity of VET students. Chapter 5 describes a systematic literature review and focusing on the relationship between physical activity and creativity in young people aged 4 to 25 years. A systematic literature review was conducted in accordance with the PRISMA guidelines. Multiple databases were searched (Cochrane, Ovid, PubMed, Web of Science, and EBSCO). Studies were included if they involved normally developing children and adolescents, used an experimental or observational design, compared physical activity with no physical activity, used creativity as an outcome measure, and were available as original English-language full-text publications. The quality of the studies was assessed using the Quality Assessment Tool for Quantitative Studies. Of the 25 studies included, only 8 were of sufficient methodological quality; these were analyzed further. No evidence was found that physical activity influenced creativity in children and adolescents. Methodological flaws in many studies also limited the reliability of the results. It was concluded that there was no significant evidence in children and adolescents for the effects of physical activity on divergent thinking, convergent thinking, narrative creativity, or abstractness of titles. It was also stated that further research of higher methodological quality was needed to determine whether physical activity has an effect on creativity in this age group. Chapter 6 describes a qualitative study that provides insight into the opinions of VET students and teachers about a multi-component intervention to increase the use of sit-to-stand desks in classrooms. Forty-two VET students and thirteen teachers participated in this study. The intervention consisted of providing sit-to-stand desks, informative presentations, motivational posters and stickers, encouragement from the teacher, a group assignment, and a mystery guest game. Although both students and teachers appreciated the intervention the students did not report a decrease in sitting behavior. Students appreciated being able to stand, but usually only did so when encouraged by teachers. They resisted mandatory standing and preferred autonomy and encouragement over obligation. Teachers supported the intervention but found implementation challenging due to classroom management and student reluctance. Important motivators for students to stand were encouragement from teachers and fellow students. Demotivating factors included part-time jobs that already required prolonged standing and being forced to stand. Teachers advised incorporating standing activities into the curriculum, using verbal cues, and introducing standing habits from an early age. It was concluded that future interventions should focus on creating a learning environment in which standing regularly is the norm rather than the exception. For educational practice, this means, among other things: offering sit-to-stand desks, giving students the freedom to choose whether to work sitting or standing, supporting teachers with clear guidelines, such as fixed times when standing is encouraged, and actively informing students about the benefits of reducing sedentary time. Chapter 7 discusses the main findings of this dissertation, including suggestions for further research and practical implications. The experimental studies showed that single sessions of light physical activity, such as standing or short walking breaks, did not lead to immediate improvements in cognitive performance, including executive functions or creativity, in VET students. It was therefore concluded that single sessions of light physical activity had no significant effect on the cognitive performance of VET students. The systematic literature review of the relationship between physical activity and creativity in young people also found no evidence of a significant positive relationship between physical activity and divergent thinking, convergent thinking, narrative creativity, or abstractness of titles. Although no significant effects were found, these findings do not rule out the possibility that other characteristics of physical activity, such as frequency and intensity, may influence cognitive functions such as executive functions and creativity in VET students. It was therefore recommended that future research explicitly investigate these characteristics. In addition, follow-up studies could investigate whether cognitively challenging light physical activity leads to more positive cognitive outcomes than light physical activity without a cognitive component. It is essential that future research studies are conducted with sufficient methodological rigor. Finally, it was concluded that promoting sustainable physical activity requires integrated, school-wide strategies in practice, as well as active stakeholder involvement and teacher training. Such measures are necessary to effectively reduce sedentary behavior and promote a more active learning environment. <p class="MsoNormal"/
The introduction and adoption of artificial intelligence in systematic literature reviews:a discrete choice experiment
No full textOBJECTIVES: Systematic literature reviews (SLRs) are essential for synthesising research evidence and guiding informed decision-making. However, SLRs require significant resources and substantial efforts in terms of workload. The introduction of artificial intelligence (AI) tools can reduce this workload. This study aims to investigate the preferences in SLR screening, focusing on trade-offs related to tool attributes.DESIGN: A discrete choice experiment (DCE) was performed in which participants completed 13 or 14 choice tasks featuring AI tools with varying attributes.SETTING: Data were collected via an online survey, where participants provided background on their education and experience.PARTICIPANTS: Professionals who have published SLRs registered on Pubmed, or who were affiliated with a recent Health Economics and Outcomes Research conference were included as participants.INTERVENTIONS: The use of a hypothetical AI tool in SLRs with different attributes was considered by the participants. Key attributes for AI tools were identified through a literature review and expert consultations. These attributes included the AI tool's role in screening, required user proficiency, sensitivity, workload reduction and the investment needed for training.PRIMARY OUTCOME MEASURES: The participants' adoption of the AI tool, that is, the likelihood of preferring the AI tool in the choice experiment, considering different configurations of attribute levels, as captured through the DCE choice tasks. Statistical analysis was performed using conditional multinomial logit. An additional analysis was performed by including the demographic characteristics (such as education, experience with SLR publication and familiarity with AI) as interaction variables.RESULTS: The study received responses from 187 participants with diverse experience in performing SLRs and AI use. The familiarity with AI was generally low, with 55.6% of participants being (very) unfamiliar with AI. In contrast, intermediate proficiency in AI tools is positively associated with adoption (p=0.030). Similarly, workload reduction is also strongly linked to adoption (p<0.001). Interestingly, if expert proficiency is needed for the AI, authors with more scientific experience in their profession are less likely to adopt AI (p=0.009). However, more experience specifically with SLR publications increases AI adoption likelihood (p=0.001).CONCLUSIONS: The findings suggest that workload reduction is not the only consideration for SLR reviewers when using AI tools. The key to AI adoption in SLRs is creating reliable, workload-reducing tools that assist rather than replace human reviewers, with moderate proficiency requirements and high sensitivity.</p
The Effect of Growth Mindset Interventions on Students' Self-Regulated Use of Retrieval Practice
No full textAlthough general growth mindset interventions have been found to improve learning outcomes, relatively little research focused on effects of specific growth mindset interventions. However, domain-specific growth mindset beliefs may be a more accurate predictor of performance within that same domain. The current study investigated the effect of a specific growth mindset intervention designed to enhance self-regulated learning on learners’ adoption of retrieval practice while studying image–name pairs. The impact of this targeted approach was compared to the effects of a broader, general growth mindset intervention, which emphasized the brain’s malleability. Participants were 178 first-year university students, who were randomly assigned to three groups: a general growth mindset group (n = 58), a specific growth mindset group (n = 64), and a control group (n = 56). All groups were informed about the benefits of retrieval practice after the intervention. Our results showed that higher education students can benefit from mindset interventions in terms of their growth mindset beliefs. However, no effects on the use of retrieval practice were found, possibly due to the high difficulty of the learning material. Future research could explore the difficulty of learning materials when investigating the effect of mindset interventions on students’ use retrieval practice during self-regulated learning
Is coping self-efficacy key?:Understanding chronic and acute stress processes in Dutch police officers
No full textBeginselplicht en evenredigheid: eindelijk klare wijn?
No full textSinds de Afdeling bestuursrechtspraak op 2 februari 2022 haar rechtspraak over toetsing aan het evenredigheidsbeginsel in ‘Harderwijk’ herijkte werd de vraag opgeworpen of deze herijking van de evenredigheidstoetsing ertoe zou leiden dat in handhavingszaken waarop de beginselplicht van toepassing was niet langer mocht worden uitgegaan van een beginselplicht tot handhaving en of eerder geoordeeld zou moeten worden dat handhaving onevenredig was. Ruim drie jaar na Harderwijk, op 5 maart 2025, deed de Afdeling bestuursrechtspraak een poging om op die punten klare wijn te schenken. In deze bijdrage wordt ingegaan op de vraag of de Afdeling daarin is geslaagd
Differences in usage and engagement rates of an online physical activity intervention among subgroups of adults aged 50 years and older in a practical setting
No full textBusiness Model Canvas in de praktijk: analyse van routinetaken en datastrategieën binnen consultancy
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Humor and the Law:Laughter as Critique/The Limits of Laughter
No full textIn this introduction, we outline several approaches to the role humor might play in relation to the law through the six articles contributed to this special issue and through important and more recent theories that have guided discussions of humor. We take up two aspects in particular when addressing the efficacy of humor: its ability to serve as a diagnostic tool and even cure; and its weaknesses, limitations, and shortcomings. Finally, we outline the specific contributions this special issue makes to the study of humor and the law and some new directions for research into humor and the law around affect, ethics, aesthetics, and politics
After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks
No full textBackground: Successful implementation of effective acquisition strategies (e.g., example study, problem-solving) could help improve mathematics performance. However, it is not yet fully understood when each acquisition strategy should be used, despite the practical value of this knowledge for mathematics textbook authors, teachers, and students. Aims: Building upon two recent perspectives on when example study and problem-solving are beneficial, we proposed that the optimal acquisition strategy could depend on both task complexity and retention interval (i.e., time between the final practice opportunity and the test). We conducted a multi-classroom experiment to test this proposition. Sample: 166 typically-developing Dutch fifth-grade students participated (Mage = 11.14 years; 42.2% boys). Methods: We used a 2 (Task Complexity: simple vs. complex) x 2 (Acquisition Strategy: example study vs. problem-solving) x 2 (Retention Interval: 5 min vs. 1 week) between-subjects design with problem-solving performance as dependent variable. Results: There was no evidence for the hypothesised three-way interaction effect of task complexity, acquisition strategy, and retention interval. However, there was evidence for the hypothesised two-way interaction effect of acquisition strategy and retention interval, independent of task complexity. More specifically, after 5 min, there was no statistically significant performance difference between students studying worked examples and those solving practice problems, but after 1 week, students solving practice problems outperformed those studying worked examples. Conclusions: Our findings imply that, after initial acquisition, problem-solving leads to better long-term problem-solving performance than example study. This holds true even for a relatively complex task and with limited instruction.</p