ArticleNPJ science of learning2022
The effect of low-intensity exercise on emotional and cognitive engagement in the classroom.
Article in NPJ science of learning, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 2 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
6 citing papers in PubMed, 2 syntheses or guidelines pooled it, 5 citations in OpenAlex.
- Effect of classroom physical activity breaks on learning behaviors and academic achievements in university students: a systematic review.The international journal of behavioral nutrition and physical activity · 2026Pooled it
- Mind-Body Interventions for Prediabetes Management: Traditional Chinese Exercise and Its Dual Effects on Metabolic Control and Psychological Well-Being-A Systematic Review and Meta-Analysis.Journal of diabetes research · 2025Pooled it
- Fifteen-minute recess freestyle rope skipping enhances classroom attention in junior high school students in the context of healthy school development: mechanisms and implications.Frontiers in psychology · 2026Article
- The relationship between physical exercise and learning engagement among chinese college students: the chain mediating roles of cognitive flexibility and psychological resilience.Frontiers in psychology · 2026Article
- Social support, social anxiety, psychological resilience, and antisocial behavior in sports among college students: a cross-sectional study.Frontiers in psychology · 2025Article
- Cognitive Enhancement through Differential Rope Skipping after Math Lesson.International journal of environmental research and public health · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 3 institutions in 3 countries.
Funding
Abstract
This study examined whether engaging in physical exercise during a university class would have beneficial effect on students' learning motivation. One hundred and forty-nine participants took part in a psychology class over nine weeks (one lesson per week); for each lesson, participants engaged in a three-minute physical activity (low-intensity aerobic exercise) or control activity (watching a video), about 20 min after the lesson started. Participants reported higher vigour and lower fatigue during the class when they exercised than when they engaged in control activities. These findings suggest the utility of incorporating a short exercise activity in university settings to enhance students' classroom motivation.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.