Browsing by Author "Beserra, Vagner"

Now showing 1 - 4 of 4
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    Online physically active academic lessons in COVID-19 times: A pilot study
    (2022) Beserra, Vagner; Nussbaum Voehl, Miguel; Navarrete, Mónica; Garrido, Norman
    Schools play an important role in promoting physical activity among students. This paper studies the perception of educators, students, and parents about the use of online physically active academic lessons during COVID-19 in the north of Chile. Starting the first week of November 2020, and for a period of five weeks, 323 students, alongside 11 educators, practiced a geometry-based dance routine online. The qualitative analysis results reveal a positive perception of the experience and an increase in physical activity without reducing the amount of time spent on academic activities. There were also improve ments in learning, social relationships, and enjoyment.
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    The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes
    (2024) Beserra, Vagner; Nussbaum, Miguel; Navarrete, Monica; Garrido, Norman; Alvares, Danilo
    Schools are pivotal stakeholders in increasing the amount of student physical activity, an attribution especially relevant while the COVID-19 pandemic is not overcome. This article evaluates how the use of physically active academic lessons impacted mathematics learning and the amount of physical activity during the transition to face-to-face classes. The objective was also to analyze students, parents, and teachers' perceptions of this experience. Therefore, for at least 6 weeks in mid-2021, 290 Chilean elementary school students from different schools, together with their 11 teachers, learned and practiced a choreography on geometry during the school routine. Both quantitative and qualitative instruments were used to evaluate this experience. The results from the pre- and post-test showed that students increased their geometry scores significantly (Z = 13.116, p < .001) by an average of 24.28 percentage points with an increase of 7.33 percentage points if the student attended face-to-face classes. Moreover, the results of the focus groups revealed a positive perception of the experience and increased physical activity. Overall, the study suggests that incorporating physically active academic lessons positively affect both academic performance and students' physical activity levels during the transition to face-to-face classes.
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    Using a fine-grained multiple-choice response format in educational drill-and-practice video games
    (2017) Beserra, Vagner; Nussbaum Voehl, Miguel; Grass, Antonio