Barriers to Using Bicycle Workstations in a Campus Library

Libraries have always served communities, providing people with the opportunity to learn and share information. Libraries are settings where community members can find and create solutions for problems. (World Health Organization, 1986). As centers for community engagement, libraries are unique but perfect places to share information about physical activity and healthy behaviors and serve as community partners for promoting healthy behaviors (Fleary et al., 2024; Morgan et al., 2016; Whiteman et al., 2018).

Past research shows that 20-30% of public libraries in the United States offer movement-based programs (Lenstra, 2017b, 2017a), including yoga and meditation, as well as classes including different types of light intensity exercise (Casucci & Baluchi, 2019; Flaherty & Miller, 2016; Lenstra, 2017b, 2017a). Similar to public libraries, college libraries are working to improve campus health as well as academics. Libraries are trusted community resources and librarians are often help community members assess information on a variety of health topics. College libraries may also be a unique and perfect location to promote healthy behaviors, offering activities and resources to improve one’s capacity to gather knowledge as well as how to stay well in mind and body (Hinchcliff & Wong, 2010; Sparks, 2017). In addition, movement-based programming at the campus library may play an instrumental role in improving the health of the campus community.

A few campus libraries have added bikes or walking treadmills as active workstations for “checkout” (Maeda et al., 2014; Nolan, 2015). These workstations can be utilized while working, studying, or while taking a break, increasing daily physical activity and reducing sedentary behavior. The exercise intensity when using these active workstations is not usually a “training” intensity, but a light intensity with minimal sweating. This may make it possible to read, have a light conversation or meeting, or even continue to study or work with minimal disruption. Using an active workstation while working, studying, or as part of a break may reduce muscle strain, improve mood, and improve overall wellbeing (Pronk et al., 1995; Torbeyns et al., 2014). It may also improve physical and psychological health, enhance job satisfaction, and increase work productivity (Taylor, 2005; Torbeyns et al., 2014). Light physical activity may also improve concentration and focus, which may have significant benefits for academic success (Eriksen et al., 2002; Green et al., 2020; Suwabe et al., 2018). A single 10-minute bout of very light-intensity exercise (30% VO_2peak or 30% of maximal exercise capacity) can increase brain activity (Suwabe et al., 2018). These potential benefits can play a big role in improving academics, campus life, and the overall health of the campus community.

Few studies have examined how best to implement an active workstation program at a campus library and what might be the health and academic benefits of such a program (Clement et al., 2018; Hoppenfeld et al., 2019). The purpose of this exploratory study is to assess campus awareness and attitudes toward bicycle workstations in the campus library. The results of this preliminary investigation will help to identify key issues that need to be addressed to implement a successful active workstation program or other similar health promotion activities, with maximal community engagement.

METHODS

An active workstation program was created by campus librarians and Health Science faculty at a small private college (approximately 4500 students) in the New England region of the United States. Two recumbent bikes (FitDesk, CA) with attached desktops and two Expresso bikes with full immersive technology (www.expresso.com, Blue Goji, LLC, CA) were purchased with internal grant funding (Provost’s Innovation Grant, C.J. Wong). The recumbent bikes were placed in a public, but designated quiet area on the second floor of the campus library since they made minimal noise when in use. These bikes were fitted with desk tops on them, making them more conducive to use when reading or studying. The Expresso bikes were located in a public area on the first floor of the library. This area was not specifically designated as a quiet area. The Expresso bikes could be seen from the windows when people were walking by, and it was hoped that seeing the bikes would get people excited about them, which would lead to more people using the bikes. Also, the first floor was always full of activity so the noises the bikes made would cause minimal disruption.

An anonymous online survey was designed specifically for this study and was not based on any validated instrument. The survey was available for twenty-nine days (2/1-3/1/2019), from the beginning of the second semester until prior to March break. The survey could be completed in 5-10 minutes. Respondents first answered general questions about themselves (age, gender) and whether they were a student (undergraduate or graduate) or Merrimack employee (faculty and staff member). Respondents were then asked how often they visited the library during a usual week (0 times per week, 1-2 times per week, 3-4 times per week, or 5 or more times per week) and if they used the library for studying.

The last two questions in the survey were open-ended and specific to the bicycle workstations in the campus library. Survey respondents were asked if they were familiar with the bikes and to provide any reasons why they may use or not use the bikes. Respondents were then asked for comments on how the bikes could be promoted on campus and what might encourage increased use of the bicycle workstations.

Flyers announcing the study and online survey were posted at a variety of campus locations including the library and on social media websites associated with the campus community. All members of the campus community, including students, faculty and staff, were invited to complete the online survey. No exclusion criteria were used to restrict participation, as long as potential participants were members of the campus community. After accessing the online study link, potential study participants were provided with information about the purpose of the study, a description of the study survey and how long it would take to complete, potential risks and benefits of the study, and how confidentiality would be maintained. Potential participants were advised that participation was voluntary and they were free to withdraw at any time. They were also given the opportunity to ask any questions of study investigators prior to participation. Upon review of the study information, the potential study participants could then access the online survey if they were willing to participate. Completion of the survey indicated that the individual understood the information provided and agreed to participate in the study. The study was approved by the Merrimack College Institutional Review Board.

Statistical Analysis

Frequencies and percentages for multiple choice questions were calculated using SPSS.

Qualitative Analysis

Answers to open-ended questions were reviewed by three investigators with expertise in health promotion and physical activity. Each investigator identified specific themes based on the answers to each of the open-ended questions. The investigators then met to compare themes for each question and to discuss any differences. A final list of themes (derived from the data, as shown in each table) and representative quotes was prepared following the discussion.

RESULTS

The survey was open for 29 days with 95 responses, representing a convenience sample of the campus population. The ages of the respondents ranged from 18-67 years, with 75% female and 25% male. Survey respondents were primarily undergraduate students (n=66, 19.4+1.3 years, mean+SD), with the remainder including eleven graduate students (27.6+8.4 years), and eighteen faculty and staff members (45.0+11.0 years). The majority of survey respondents go to the library 1-2 times per week (52.6%), while 12.7% go to the library 3-4 times per week, 19.0% go to the library 5 or more times per week, and 15.8% do not use the library at all in a usual week.

The survey then focused on knowledge and use of the exercise bikes in the campus library. Only a small percentage of survey respondents had used the bikes (n=4) or indicated that they would consider using them next time they go to the library (n=1). One of these individuals observed

“I do use the bikes. I think it is awesome to have the bikes in the library so I can take a quick break and hop on the bike. I feel refreshed and energized after a 5-minute ride.” (Participant 18)

Another commented

“I use the bike to get my body moving while studying.” (Participant 32)

Three survey participants who didn’t use the bikes also commented on bike use. One indicated they would consider using the bikes for a study break the next time they were studying in the library.

“I haven’t used the bikes because I haven’t been at the library for an extended period of time. However, the next time I’m studying for a few hours and go to the library I will try the bikes provided.” (Participant 69)

Another indicated that while they did not enjoy biking, the idea of active breaks, particularly during work or while studying, sounded like a great idea.

“I don’t enjoy biking, it’s rough on my knees. It’s a phenomenal idea though!” (Participant 55)

In contrast, one participant clearly indicated they would not be interested in using a bike at the library or anywhere else.

“I personally have no desire. I do not like or use bikes at the gym so I wouldn’t seek it out at the library.” (Participant 42)

Major themes and representative quotes for the responses to the question “What are the reasons you use or do not use the bikes?” are presented in Table 1. Out of 95 responses, 25.3% (n=24) were not aware of the bikes or didn’t know how to use the bikes, while 16.8% (n=16) of respondents were uncomfortable because of the location of the bikes in public areas in the library, particularly that people might be looking at them while they ride (n=9). Five participants preferred a more private location for the bikes, expressing concern for disturbing or distracting others in the library. Others expressed concerns about sweating in the library (n=6) or preferring to exercise in the gym (n=6). Eleven respondents mentioned that they do not use the library to study or do not visit the library during their work hours. Minor themes included not enough time (n=2, Participants 40 and 75) and issues related to commuting (n=3, Participant 68, 78, and 85). Eight respondents gave answers that were not relevant to the question including “I don’t use bikes because I can drive so I use a car” (Participant 4) and “I do not use a bike, because it will be hard to carry three flights of stairs up to my dorm” (Participant 12).

Forty-four survey respondents answered the question of how the bikes can be promoted on campus. The major themes and representative quotes are presented in Table 2. Eleven respondents suggested additional advertisement and promotion of the bikes could be beneficial. These were often written as general comments, such as “More advertisement”, rather than specific comments on how to promote the active workstations. Twenty-three answers were more specific, suggesting the use of email (n=6), social media (n=6), in-person education, including at new student orientation and First Year Experience classes (n=3), and posters or other paper materials (n=8) should be used to promote the bike workstations. Four respondents (Participants 10, 43, 65, 84) included two of the four possible answers (email, social media, in person education, and posters). In addition to the major themes related to advertisement and education about the bikes, one survey respondent suggested prizes for those who ride the bikes a set number of times (Participant 76). Seven respondents made specific suggestions with regard to the location of the bikes, addressing concerns about being uncomfortable that people may be watching. One commented

“The bikes should be moved to a spot not in the middle of the library so you don’t have to feel awkward using them in front of so many people…” (Participant 34).

Six responses were not relevant to the question, with comments focusing on other types of activities to promote healthy behaviors. These answers included suggestions to promote a meditation space in the library or offering other types of activity classes, including drum circles or yoga.

DISCUSSION

The purpose of this study was to assess awareness and attitudes toward bicycle workstations in a campus library and to identify possible solutions to address major issues. The results of this study suggest that major issues are a lack of knowledge about the bicycle workstations and the possible benefits associated with their use. This highlights the importance of education promoting the location of the workstations and how to use them, as well as the potential benefits associated with regular use. Careful consideration of the location of the bike workstations may address concerns associated with location and lack of privacy. Additional studies will be needed to examine how these changes may affect engagement and use of the workstations in a campus library. Additional studies will also be important to examine how the use of the bikes may benefit the health of the campus community.

One of the key barriers to bicycle workstation use in the present investigation was lack of knowledge about the bikes, including how they work and what might be the benefits of using them as part of an active break or while studying or working. Other investigators reported similar issues promoting use of bikes and active workstations as part of a healthy campus initiative. Hoppenfeld et al. (2019) emphasized that preliminary planning and marketing of an active workstation program, including a variety of modalities (emails, posters, news articles, education programs and presentations to different campus groups), are key to successful implementation of an active workstation program. Community members must know why the bikes or active workstations are being placed in campus locations and how they might benefit from using the workstations (Clement et al., 2018; Hoppenfeld et al., 2019). A mix of different modalities (emails, social media, posters, flyers, and in-person programming and presentations) will be key to maximum engagement of the campus community.

Another major barrier identified was the location of the bikes, whether in public or private areas of the library. In the present study, survey respondents mentioned the need for a more private location for the workstations, specifically a separate room designed for the bikes and other equipment to be utilized as part of an active workstation program. Respondents expressed concern that they would feel awkward riding a bike or exercising in the open, public areas of the library, with other people watching them. They also expressed concerns about disturbing or distracting others who are working and studying in the library. Other investigators reported similar issues with placement of bicycle workstations in public areas (Clement et al., 2018; Hoppenfeld et al., 2019). Having a separate room dedicated for active workstations would potentially resolve these issues.

Although previous studies report that community members had a positive view of bikes in the library and in other campus locations, it is possible that certain workstations may be preferred over others, depending on the type of activity (Joubert et al., 2017; Tardif et al., 2018). Tardiff et al. (2018) reported that participants preferred a standing desk when working on computer-related tasks compared to a bicycle desk. In addition, Odhiambo et al. (2024) also noted that study participants felt that a bicycle desk could be disruptive to use during in-person appointments and meetings. Investigators and library collaborators need to think carefully about the most appropriate type of active workstation and the best locations for bikes and other active workstations in libraries and offices. Resolving these issues is key to the success of the program.

Survey results also revealed concerns about sweating in the library and the desire to exercise at the gym, not the library. These concerns highlight the importance of education about the use of active workstations, particularly careful consideration of the intensity of the activity. When using a bike or treadmill while studying or working, the intensity of the exercise should be a light intensity, not high enough to cause significant sweating during the activity. The activity engaged in should not negatively impact work or study productivity (Maeda et al., 2014). Improved education of the community on the use of the active workstations will be important in addressing this issue.

Active workstation advocates need to make use of a variety of educational tools, including paper and electronic means to promote the availability and the potential benefits of using an active workstation in place of sedentary activities. In addition, prizes or rewards for use of the active workstations may help to encourage engagement in such a program. Since previous investigations suggest that the effectiveness of a particular education strategy may decrease with time (Carr et al., 2012), it may be important to consider how to best promote use of the bikes throughout the entire academic year, using different prompts as well as contests or prizes to promote continued bike use.

There are issues with the present study which may limit the interpretation of the results and suggest the need for additional investigation. One possible limitation of the present study is that the results may not represent the entire campus population. The present pilot study included primarily students, with a small number of faculty and staff. In addition, more women participated compared to men. Additional surveys or focus groups must be conducted so that all members of the campus population are represented. The investigators may be able to target men as well as graduate students, faculty and staff, so that the results better represent the entire campus population. This additional information will allow the investigators and the library staff to target specific groups in the community and make any necessary changes to address barriers to using the active workstations in specific campus groups. Selection bias may be also be a limitation of the present study, as those who chose to participate may have different views than those who did not choose to participate. Again, additional surveys or focus groups which target the entire campus population must be conducted to address this concern. In spite of these limitations, the investigators believe that education and promotion of the active workstations will increase the knowledge of the entire campus community about the benefits of using the active workstations. More knowledge will hopefully increase the engagement of the campus community and the use of the workstations in the campus library.

CONCLUSION

The present exploratory study highlights the attitudes and barriers to using active workstations in a campus library. Better education and promotion of the benefits of an active workstation, as well as consideration to the specific location of the workstation, may result in an increase in the number of campus community members using active workstations in the campus library. Additional studies are needed, using a stronger methodological approach and targeting specific representative groups in the campus community. Additional studies will also be needed to examine how increased use of workstations may benefit the health of the campus community.