Abstract
A majority of American adults value the role that art plays in education at the K-12 level. However, the potential benefits of arts-based, kinesthetic learning activities have not been well-documented at the college level. Twenty-three undergraduate students participated in passive learning, traditional active learning activities and arts-based kinesthetic learning activities throughout one semester in a 300-level health psychology course. Overall, students reported more positive perceptions, and higher retention, of course material taught using arts-based kinesthetic activities compared to traditional active learning activities or passive learning. More empirical evidence is needed to determine the potential benefits of arts-based, kinesthetic activities in the college classroom.
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