Learning in Motion

Research Questions

• ​Does physical activity help learners regulate their emotions?
• Are exercise bikes a fad in today's classrooms, or does research support the use of this equipment?

Project Description
​The potential of physical activity to support self-regulated learning in the classroom has encouraged the implementation of stationary bicycles across Canada and the United States.  Positive testimonials suggest that their use by students has positive outcomes, but there is limited empirical evidence supporting the efficacy of this pedagogical practice. 

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Key Findings and Recommendations
​​From: Mueller, J., Wudarzewski, A., & Avitzur, Y. (2017)

• The most common challenge of implementing stationary bikes in the classroom was the initial distraction.  The distraction was limited, however, and readily overcome through discussion and practice.  Introduction of the bike may have contributed to students’ ability to recognize individual learning needs.
• Teachers perceived a number of positive outcomes in relation to the use of stationary bikes.  The initial purpose of the bike, to improve self-regulation leading to an increase in learning, was accomplished on various levels, contributing to individual social, emotional, and cognitive outcomes as well as an overall positive impact on the classroom learning environment.
• The results of this study identified a spectrum of control around the use of the bike, ranging from student-regulated to teacher-regulated. The position of control along that spectrum has implications for the level of student self-regulation.

SparksFly Bikes are Built and Ready to Implement in
Faculty of Education Classrooms as
​Self-regulation Active Learning Tools

Stay tuned for more information on the implementation of these bikes! 

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Publications

Anderson, D. s, FitzGerald, C., & Mueller, J. (December 2020). Assessing the impact of STEM summer camps on computational
         thinking in children and youth. Implications for informal and formal educational practices. The Learning & Training Conference
​         2020, Virtual Event, December 8 -9, 2020.
Mueller, J., & Willard-Holt, C. (October 2018). Assessing Experiential Learning Outcomes with Digital Technology: They Did it! What
         Did They Learn? Educating for the Future: Learning Outcomes & Experiential Learning Symposium, Toronto, ON, October 11 – 12,
         2018.
Mueller, J., Wudarzewski, A.c, & Avitzur, Y.s (2017). Learning in Motion: Teachers’ Perspectives
         on the Impact of Stationary Bike Use in the Classroom. International Journal of Learning, Teaching and Educational Research,
         16(3), 15- 28.
Mueller, J., Wudarzewski, A.c, & Avitzur, Y. s (2016). Sparks fly exercise bikes in Canadian classrooms: What are educators seeing.
​         Executive Summary for Run for Life.
Mueller, J., Archer, K., Wood, E., & De Pasquale, D. (2014 April). Put Their Learning in Their Hands: Student Led Pedagogy through
         Mobile Technology. Presented at the annual meeting of the American Educational Research Association (AERA) in Philadelphia,
         Pennsylvania.
Archer, K. s, Mueller, J., Wood, E., & De Pasquale, D. s (2012 May). An examination of mobile technology in the classroom:  Student
         attitudes and current integration strategies.   Presented at Annual Meeting of Canadian Society for the Study of Education
         (CSSE) in Waterloo, Ontario. 

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Project Team Members

Julie Mueller

Amanda Wudarzewski

Yoad Avitzur

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Industry Partner

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