This study examined three variables among first year Introductory Psychology student’s impact of taking.;
- Exercise breaks,
- Non-exercise breaks, and
- No breaks on learning–
in their learning.
Three 5-minute breaks were equally distributed throughout a 50-minute computer-based video lecture.
- The exercise breaks group performed a series of calisthenic exercises;
- the non-exercise breaks group played a computer game;
- the no breaks group watched the lecture without breaks.
Mind-wandering questions measured attention during the lecture.
- Exercise breaks promoted attention throughout the lecture compared to no breaks and non-exercise breaks, and resulted in superior learning when assessed on immediate and delayed tests.
- The exercise breaks group also endorsed higher ratings for narrator clarity and perceived understanding than the other two groups.