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2013 ASEE Annual Conference & Exposition Proceedings
Does active learning yield better outcomes because of the learning value of the exercises, or because students simply "wake up" and become energized by an activity? To explore this, we compared undergraduate engineering/science students' information recall in three lecture contexts. A pre-recorded lecture was punctuated with a) active learning exercises, b) sessions of light physical activity, or c) no breaks at all. Students who performed active learning exercises had a higher probability ofdoi:10.18260/1-2--19152 fatcat:jrn4sbzwincuflmk3ruvtcufbq