An Activity-Permissible Classroom:

Impacts of an Evidence-Based Design Solution on Student Engagement and Movement in an Elementary School Classroom

Abstract

This study examines how an activity-permissible, evidence-based design solution for the physical environment impacts children’s engagement and movement behaviors in a fourth-grade classroom. The case study research methodology incorporated behavioral observation mapping, observational photos, a student survey, and an interview with the teacher. Observational findings looked at movement, student choice, classroom management, time efficiencies, and spatial cueing. Survey results report increased student engagement, p<0.0002. This study illustrates how an activity-permissible classroom can provide a catalyst for an active learning environment that supports higher levels of student engagement.