Rotation is widely used and assumed to reduce the risk of WMSDs, yet little research supports that it is effective in doing so. Results here show that specific aspects of a rotation scheme may influence muscle fatigue and task performance, though further research is needed under more realistic task conditions.

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Though widely considered to reduce the risk of work-related musculoskeletal disorders, there is limited evidence suggesting that rotating between tasks is effective in doing so. The purpose of the current study was to quantify the effects of rotation and parameters of rotation (frequency and task order) on muscle fatigue and performance. This was done using a simulated lifting task, with rotation between two levels of loading of the same muscle groups. Twelve participants completed six experimental sessions during which repetitive box lifting was performed for one hour either with or without rotation. When rotation was present, it occurred every 15 minutes or every 30 minutes and was between two load levels (box weights). Rotation reduced fatigue and cardiovascular demand compared to the heavier load without rotation, with a mean reduction of ∼33% in perceived discomfort and a ∼17% reduction in percentage of heart rate reserve. Further, rotation increased fatigue and cardiovascular demand compared to the lighter load without rotation, with a mean increase of ∼34% perceived discomfort and a ∼19% increase in percentage of heart rate reserve. Neither rotation frequency nor task order had definitive effects, though maximum discomfort ratings were nearly 20% higher when starting with the lighter load task. These parameters of rotation should be further evaluated under more realistic task conditions.

Instructional technologies are widely used to improve classroom dynamics and foster learning. At Virginia Tech (VT), the College of Engineering (COE) has continually emphasized the use of instructional technologies as an important part of the educational experience. Tablet PCs have been implemented as an instructional tool at many universities, including VT, with varying degrees of success. These universities have identified many educational benefits associated with the use of Tablet PCs, including increased student engagement, more efficient lecture presentations, and overall improved learning experiences, yet difficulties have been reported regarding adoption of the technology. In order to fully assess the Tablet PC program at VT and determine its current level of success and future potential, a mixed-method investigation of the program was conducted. This analysis explored student and faculty usage of Tablet PCs, including benefits and barriers associated with Tablet PC use, through interviews with faculty members (n = 4), focus groups with undergraduate students (n = 21), an online survey to undergraduate students (n = 1090), and a sociotechnical systems analysis of the COE. Results indicated many improvements in student learning related to Tablet PC use as well as several barriers toward adoption affecting both faculty and students. Notable benefits associated with Tablet PC use included increased student engagement, improved visualization features, more streamlined classroom presentations/note taking, and better opportunities for collaboration. Reported barriers included a lack of incentives, traditional classroom infrastructure, perceived incompatibility with preferred learning/teaching methods, and challenges with hardware/software. Overall, Tablet PC adoption has been inconsistent among both faculty and students, with some enthusiastically utilizing Tablet PCs and others continuing to use older technologies; reasons for this are discussed as this finding is consistent with previous research. Suggestions for improving usage of Tablet PCs as well as other forms of instructional technology are discussed.

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