Bringing the Neuroscience of Learning to Online Teaching: Brain Breaks on Students' Perception of Engagement by Gender (Poster 9)

• In Event: AERA Poster Session Ten
  In Poster Session: Online Teaching and Learning SIG Poster Session

Abstract

Currently, the exploration of the impact of Brain breaks in online (synchronous) classroom instruction has remained limited in number, especially there is less evidence that compares different types of brain breaks and their effectiveness with students’ engagement by gender. To redress this research gap, this study is two-fold: 1)examine the effect of both short physical and mental types of brain breaks on perception of engagement in online classroom instruction, and 2)examine the moderation effect of types of brain breaks by gender. The results indicate that females and male students both responded to a different level of perception of engagement after physical and mental Brain breaks implemented. Female students responded well towards their academic tasks.

Authors

• Salma Ali, Texas A&M University
  Presenting Author

• Arshad Sultan
  Presenting Author