This data visualisation shows my physical activities outside throughout the week. Data was collected from Monday to Saturday, and each line represents 1 minute spent physically exercising outside (clearing snow, running, walking). The table on the right side shows the exact time I did it.
Key findings: most of the time outside was spent on Thursday and Saturday. It was more than 1:20h. Least time outside was on Tuesday with under 30min. Most of the times I went outside at 2 pm and 9 pm.
Many studies show that physical activity positively influences learning (Bueno et al., 2021, p.54). On the other hand, too much physical activity can also drain students’ energy (Yu et al., 2006, p.331). Therefore, further investigations are necessary. This data can be linked to educational achievements and analysed how physical exercises can influence it.
Another factor that I was trying to assess the importance of spending time outside for learning. However, personally, I have not felt any significant influence, neither I found the evidence in the literature.
However, my own data analysis has its own limitations. I have not recorded the intensity of my physical activities that can influence academic performance (Sember et al., 2020, p.1). It is a black box that was not taken into account (Tsai et al., 2020).
Bueno, M., Zambrin, L., Panchoni, C., Werneck, A., Fernandes, R., Serassuelo, H. et al. (2021). Association Between Device-Measured Moderate-to-Vigorous Physical Activity and Academic Performance in Adolescents. Health Education & Behavior, 48, 54-62. https://doi.org/10.1177/1090198120954390
Sember, V., Jurak, G., KovaÄ, M., Morrison, S.A. & Starc, G. (2020) Children’s Physical Activity, Academic Performance, and Cognitive Functioning: A Systematic Review and Meta-Analysis. Frontiers in Public Health, 14 Jul, NA, available: https://link.gale.com/apps/doc/A629441333/AONE?u=ed_itw&sid=AONE&xid=566002d3 [accessed 31 Jan 2021].
Tsai, Y., Perrotta, C., & Gašević, D.. (2020). Empowering learners with personalised learning approaches? Agency, equity and transparency in the context of learning analytics. Assessment and Evaluation in Higher Education, 45(4), 554-567.
Yu, C. C. W, Chan, Scarlet, Cheng, Frances, Sung, R. Y. T, & Hau, Kit-Tai. (2006). Are physical activity and academic performance compatible? Academic achievement, conduct, physical activity and self-esteem of Hong Kong Chinese primary school children. Educational Studies, 32(4), 331-341.