The purpose of this study was to determine the impact of an immersive seminar, which included moderate intensities of physical activity, on learning when compared to traditional lecture format. Twenty-six healthy participants were randomly divided into an immersive seminar or traditional lecture format group and presented material related to positive psychology and human values/beliefs over the course of two days. Physical activity was collected using a bio-harness while salivary cortisol and perceptual measures of well-being were collected over the two days. Performance on an examination related to course material was used to assess learning. Average time spent over 65% of max heart rate, energy expenditure, total bounds, mechanical and physiological load were significantly greater in the immersive seminar group when compared to traditional lecture format. In addition, cortisol levels and perceptual measures of mood, focus, energy, and well-being were significantly greater in the immersive seminar when compared to the traditional lecture format. Participants in the immersive seminar demonstrated significantly greater memory retention of course material 30 days-post lecture when compared to the traditional lecture group. These findings support incorporating more physical activity and increasing arousal in order to enhance learning of lecture material.

本研究的目的是确定与传统讲座形式相比，沉浸式研讨会对学习的影响，其中包括中等强度的体育活动。26 名健康参与者被随机分为沉浸式研讨会或传​​统讲座形式的小组，并在两天的时间里展示了与积极心理学和人类价值观/信仰相关的材料。使用生物线束收集身体活动，同时在两天内收集唾液皮质醇和幸福感感知指标。与课程材料相关的考试成绩用于评估学习情况。超过最大心率的 65% 的平均时间、能量消耗、总界限、与传统讲座形式相比，沉浸式研讨会组的机械和生理负荷明显更大。此外，与传统讲座形式相比，沉浸式研讨会的皮质醇水平和情绪、注意力、精力和幸福感的感知测量值明显更高。与传统讲座组相比，沉浸式研讨会的参与者在讲座后 30 天的课程材料记忆力显着增强。这些发现支持纳入更多的体育活动和增加唤醒，以加强对讲座材料的学习。与传统讲座组相比，沉浸式研讨会的参与者在讲座后 30 天的课程材料记忆力显着增强。这些发现支持纳入更多的体育活动和增加唤醒，以加强对讲座材料的学习。与传统讲座组相比，沉浸式研讨会的参与者在讲座后 30 天的课程材料记忆力显着增强。这些发现支持纳入更多的体育活动和增加唤醒，以加强对讲座材料的学习。