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METHODOLOGY OF THE BIOMECHANICAL AND COGNITIVE EFFECTS OF TABLET DESKS ON UNIVERSITY STUDENTS

Abstract

K. Ford, J. Danahy, N. Lerch, T. Lindsey, R. McCulloch

Gonzaga University, Spokane, WA

Right-handed tablet (RHT) desks are prevalent across university campuses and consist of a small table that only offers support for the right arm. Approximately ten percent of the world’s population is left-handed, yet little research has been conducted to understand how RHT desks may impact left-handed university students. PURPOSE: The purpose of this study was to develop a methodology for examining the extent to which different desk types can influence cognition, muscle activation, legibility and handwriting speed of left-handed university students. METHODS: Left-handed participants and right-handed controls completed speed tests and took notes and quizzes on an art history video in two desk types: flat-top tables and RHT desks. Electromyography data was collected and normalized to a participant’s maximum voluntary contraction for four muscles associated with handwriting: upper trapezius (UT), anterior deltoid (AD), flexor carpi radialis (FCR) and extensor digitorum (ED). From speed tests, legibility (% of legible characters) and rate (letters/ minute) were determined using a standardized method for assessing handwriting. Cognition (% of correct answers) was assessed with quizzes on the videos at each desk style. Data was analyzed using independent and paired sample t-tests. RESULTS: Increases in UT activation were detected for left-handed participants in a RHT desk. No differences were detected for the AD, FCR and ED between desk styles. Averaging legibility across multiple raters revealed differences in interpretation, while quizzes including true/false and multiple-choice questions were effective in assessing cognition. CONCLUSION: This approach detected distinct differences in muscle recruitment of left-handed students at different desk types. This methodology warrants a full-scale study, as it successfully formalized a multi-pronged approach to evaluate legibility, speed, muscle activation and cognition, while modeling a university classroom.

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