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Background: College students majoring in psychology often report low interest and engagement in statistics and research methods courses. Objective: The purpose of the current study was to examine potential benefits of integrating movement with learning activities in Introduction to Statistics and Research Methods courses at the college level. Method: A quasi-experimental design examined movement-based learning activities compared to traditional learning activities during class periods. Students’ perceptions of the activities were assessed using an experience sampling method. Result: Hierarchical linear models revealed that students rated the movement-integrated activities higher compared to control activities for the following subscales: physical, affect, enjoyment, concentration, and social states. Conclusion: College students may benefit from integration of the movement learning activities into statistics and research methods classes. Teaching Implications: Movement-integrated learning activities offer the potential to increase physical activity, increase positive affect, enhance concentration, and provide opportunities to socialize with classmates. We offer specific techniques for incorporating movement into the college classroom.

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