THE EFFECT OF STANDING DESKS ON COGNITIVE FUNCTION AND CALORIC EXPENDITURE IN UNIVERSITY STUDENTS
L. Alger, H. Martinez-Moorman, H. Miller, S. Simmons
Corban University, Salem, OR
PURPOSE: To determine the effectiveness of standing desks compared to seated desks in college classrooms by testing cognition and caloric expenditure in college students. METHODS: Twenty-five voluntary college age participants (male = 12, female = 13, standers = 13, sitters = 12) from three different classes were recorded, with a sternum placed fitness belt, during one-hundred-fifty minutes of class time a week for nine weeks. Fitness belt recorded the duration belt was worn, calories burned, average heart rate, and peak heart rate. Each participant completed two separate cognitive function tests (flanker, face memory) pre, mid, and post testing. RESULTS: A paired t test compared the differences of average calories, peak heart rate, and average heart rate to compare two separate cognitive pre, mid, and post tests. Although both standing and sitting groups increased their Flanker test percent correct, neither reached statistical difference: standing group f(2,11) = 1.85, p = .185; sitting group f(2.10) = .000, p = .384, standing group mean average percent correct = 96.359%, sitting group mean average percent correct = 97.5%. The standing group showed a statistically significant increase in Face Memory test total accuracy score, f(2,11) = 24.467, p = 0.000; the sitting group also showed a statistically significant increase in scores, f(2,10) = 18.877, p = .24, standing group mean average accuracy score = 58.03, sitting group mean average accuracy score = 62.52. When comparing the average calories burned per day between the standing group and the sitting group, the results showed that there was not a statistically significant difference between calories burned per day between standers and sitters. The standing group burned an average of 110.796 ± 75.181, while the sitting group averaged 58.972 ± 54.052 calories burned per day.CONCLUSION: Nine weeks of standing during class showed a statistically significant difference in Face Memory test scores. Standing did not have a statistically significant effect on flanker test scores or average daily calories burned.
Alger, L; Martinez-Moorman, H; Miller, H; and Simmons, S
"THE EFFECT OF STANDING DESKS ON COGNITIVE FUNCTION AND CALORIC EXPENDITURE IN UNIVERSITY STUDENTS,"
International Journal of Exercise Science: Conference Proceedings: Vol. 8:
6, Article 42.
Available at: https://digitalcommons.wku.edu/ijesab/vol8/iss6/42