Seating Arrangement on Class Engagement in Team-based Learning

In this study, we aimed to investigate two factors associated with seating arrangement. Firstly, the effects of seating distance from the tutor on class engagement in TBL. Secondly, if seating orientation within the team, which is the direction students are facing, affects class engagement in TBL.<br>Participants were first and second-year medical students.The intervention involved rearranging the students’ seating layout and collecting data before and after this swap. 1 group moved nearer to the tutor while the other moved further away.<br>We used two well validated self-reporting questionnaires to assess TBL engagement. 1) Situational Cognitive Engagement Measure and 2) Classroom Engagement Survey<br>本研究旨在探究与座位布局相关的两项影响因素：其一为基于团队的学习（Team-Based Learning，TBL）课堂中，学生与指导教师的座位距离对课堂参与度的影响；其二为团队内的座位朝向（即学生的面向方向）是否会对TBL课堂的参与度产生影响。 本研究的参与者为医学专业一年级及二年级学生。本次干预措施为重新调整学生的座位布局，并在布局调整前后分别收集数据：其中一组学生被安排至距离指导教师更近的座位，另一组学生则被安排至更远的座位。 本研究采用两份经过充分验证的自我报告问卷，以评估TBL课堂参与度：1） 情境性认知参与度量表（Situational Cognitive Engagement Measure）；2） 课堂参与度调查问卷（Classroom Engagement Survey）。