title: Virtual field trips as physically active lessons for children: a pilot study.
abstract: BACKGROUND
  The modern classroom is an inherently sedentary environment. Virtual Field Trips (VFTs) using interactive whiteboards to explore virtual scenes are a potential method of converting sedentary class-time into physically active teaching. This pilot aimed to assess the effects of a developed VFT on physical activity and learning in primary-school children.
  
  
  METHODS
  Participants (n = 85) were randomly assigned to a) a 30-minute physically active London 2012 Olympics-themed VFT, or b) a 30-minute sedentary version of the same VFT. Activity was measured using GT1M Actigraphs, content recall was assessed with a quiz and user evaluations were gained from teacher and pupil questionnaires.
  
  
  RESULTS
  Pupils in the active VFT displayed significantly less sedentary time (p < 0.001), and significantly more light (p < 0.001), moderate (p = 0.01) and vigorous physical activity (p < 0.001) than sedentary VFT pupils. No differences in content recall were found between intervention groups: suggesting that adding physical activity into classroom teaching may not compromise attainment. High acceptability was found in teachers and active VFT students rated their session significantly higher than sedentary pupils (p < 0.002).
  
  
  CONCLUSIONS
  This one-day pilot provides early evidence of the ability of VFTs to convert sedentary academic time into active time. Longitudinal research is needed to assess prolonged effects of active VFTs in reducing sedentary time.
authors.affiliation: Department of Epidemiology & Public Health, University College London, 1-19 Torrington Place, London, WC1E 7HB, UK. e.norris.11@ucl.ac.uk.
authors.forename: Emma
authors.initials: E
authors.lastname: Norris
authors.affiliation: Department of Epidemiology & Public Health, University College London, 1-19 Torrington Place, London, WC1E 7HB, UK. n.shelton@ucl.ac.uk.
authors.forename: Nicola
authors.initials: N
authors.lastname: Shelton
authors.affiliation: Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London, WC1H 0AP, UK. s.dunsmuir@ucl.ac.uk.
authors.forename: Sandra
authors.initials: S
authors.lastname: Dunsmuir
authors.affiliation: Department of Information Studies, University College London, Foster Court, London, WC1E 6BT, UK. o.duke-williams@ucl.ac.uk.
authors.forename: Oliver
authors.initials: O
authors.lastname: Duke-Williams
authors.affiliation: Department of Epidemiology & Public Health, University College London, 1-19 Torrington Place, London, WC1E 7HB, UK. emmanuel.stamatakis@sydney.edu.au.|Charles Perkins Centre, University of Sydney, Sydney, Australia. emmanuel.stamatakis@sydney.edu.au.|Exercise and Sport Sciences, Faculty of Health Sciences, University of Sydney, Sydney, Australia. emmanuel.stamatakis@sydney.edu.au.
authors.forename: Emmanuel
authors.initials: E
authors.lastname: Stamatakis
mesh_terms: D056044:Actigraphy; D002648:Child; D015444:Exercise; D005260:Female; D006801:Humans; D007858:Learning; D008131:London; D008297:Male; D010865:Pilot Projects; D012574:Schools / Q000458:organization & administration*; D057185:Sedentary Behavior; D011795:Surveys and Questionnaires; D013997:Time Factors; D014584:User-Computer Interface