Abstract
Considering upgrades and changes in seating and physical design within the college classroom is often challenging in higher education. When designing a dedicated learning space at the university level, collaboration areas with flexible seating options should be considered a priority (Hare & Dillon, 2016). According to Burgeson (2017), providing flexible seating options K-12 within a student-centered approach to teaching and learning increases student engagement when given the choice of seating options. The researchers wondered if that would be true for college-level students and designed an action research study to understand this phenomenon. Student choice and voice were critical elements of the classroom design, and this study was conducted to validate seven flexible seating options. The goal of the classroom design and research was to create a physical environment where participants were exposed to various flexible seating options and allowed to explore each one over time. The questions studied were: Would the choice of flexible seating impact student engagement and comfort, and would seating options favor or benefit college students? Although the students spoke of the value of the variety of seating choices regarding comfort and engagement, only three were self-selected regularly: the traditional chair, the high-top seating, and the seat cushion. A notable finding was how an improved physical learning environment could contribute to a more equitable and inclusive education for all students. In addition, students detailed that higher comfort only sometimes led to higher engagement.
Recommended Citation
Franklin, Robin and Pleis, Jacquelynn
(2023)
"The Influence of Flexible Seating on College Students' Comfort and Engagement Levels,"
Teacher Education Journal of South Carolina: Vol. 16:
No.
3, Article 2.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol16/iss3/2