Ki et al. (2017) demonstrated that the result of the seating position has differed in the raw classroom.

significantly major part ot these studies took the position in the normal classes
than collaborative Xi et al., 2017.

social interaction activities behaviour, better performance, Xi et at., 2017.

Changing bench formations plays an essential role in the learning process, including increasing learning
concentration; making learning more effective and efficient; making learning delivered equally,
thoroughly, interestingly; students have varied perspectives on the subject matter being followed; and
teachers can easily adjust the formation of the bench to the teaching strategy they choose, either
individually, in groups, in pairs, or classically (Khairani et al., 2020).

Shernoff et al. (2017) found that seating position in large lecture halls influences student participation,
attention, classroom learning experience, and curriculum performance. The results indicated that
students sitting in the back of the classroom reported a lower degree of participation, attention, and
classroom experience, compared with those sitting in the middle or front of the class. Those who always
sat at the back of the classroom also received lower grades.

One of the supporting factors is learning motivation and student seating

placement in primary schools. Learning motivation is the tendency of students to carry out all
learning activities that are driven by a desire to achieve the best possible achievement and
function as a trigger of effort and achievement (Seto & Bantas, 2020)

Changing bench formations plays an essential role in the learning process, including increasing learning
concentration; making learning more effective and efficient; making learning delivered
equally, thoroughly, interestingly; students have varied perspectives on the subject matter
being followed; and teachers can easily adjust the formation of the bench to the teaching
strategy they choose, either individually, in groups, in pairs, or classically (Khairani et al., 2020).

Mubarok (2019) affirms that seating formation is the arrangement of student seats in the learning
process.

Seating position is also related to student engagement and performance, as students sitting in the back
of a large introductory accounting course received lower test grades and reported feeling less engaged
and attentive in the classroom (Shernoff et al., 2017).

There are many different styles of seating arrangements. Many seating arrangements require
teachers to be creative in choosing which arrangement style to be used according to the
conditions and material to be provided. Inappropriate selection of
seating arrangement styles can sometimes hinder students' understanding of the learning
material. In practice, educators often teach with traditional seating arrangements made from
time to time. The lack of creativity and innovation of teachers in managing the classroom
makes the learning process boring for the students. This results in low opportunities for students
to interact actively in learning. The teachers’ role tends to be dominant so that students
participation in the learning process is low and they tend to be less interested in the learning
process. (Koutrouba et al., 2018).
Hardiansyah, F., & Abuyamin Rasia, M. M. (2022). Enhancing Students' Learning Motivation through
Changing Seats in Primary School. Elementary School Forum (Mimbar Sekolah Dasar).

Students sitting in the back attended class significantly less often, and their observed performance was
significantly worse in all four assessment categories than those who sat in the front (shernoff et al.,
2017).

Previous research has shown that students sitting in the back are less engaged in the course, pay less
attention in class, and have lower classroom self-esteem, and students in the front tend to feel less
distracted (Shernoff et al., 2017).

(Shernoff et al., 2017). We identified several trends by qualitative analysis of responses in the front,
middle, and back seating groups with regard to their reasons for their position choices. Students sitting
in the front reported wanting to understand the material and interact with the professor, and students
sitting in the back were more concerned with avoiding other students and ensuring they have buffer
seats around them.

One of the physical environments is the seating

arrangement. Student seating arrangements significantly impact motivation, behavior, and
interactions between fellow students and teachers (Ahmad & Siregar, 2020).

The seating arrangement is a method to arrange student seating to enhance students’ motivation and
learning outcomes (Sartika, 2020).

Student seating arrangements are carried out to fulfill four

objectives: (1) Accessibility, which makes students easy to reach available learning tools and
resources; (2) Mobility makes students and teachers easy to move from one part to another in
the learning process; (3) Facilitating interaction and communication between teachers and
students as well as between students; (4) Enabling students to work together in a group (Amelia
et al., 2017).

The physical classroom environment, including seating is a crucial element that should be considered
when seeking to boost student active engagement in the learning process; Reinke, 2019.

Third, students' perceptions of the physical classroom environment, such as its com-
fortability, flexibility and inclusiveness, also play a crucial role in shaping their engagement in
class activities (e.g., Adedokun et al., 2017; Imms & Byers, 2017; Reinke, 2019).

Students' attention in class is an antecedent of their academic achievement; that is, focused
attention is critical for students' effective learning (Has et al., 2019).

On the one hand, students naturally appreciate having the physical and spatial flexibility to
work comfortably in groups (Clinton & Wilson, 2019).

On the other hand, a supportive and positive learning environment in which students can
engage in mutual learning and have a sense of inclusion can also boost their engagement in
class activities (Alesech & Nayar, 2019; Kinahan, 2017; Reinke, 2019).
Students' attitudes toward the classroom environment influence their learning, behaviors and
motivations (Clinton & Wilson, 2019; Reinke, 2019).
Within blended EFL learning classrooms, students are often
instructed to collaborate with their fellow students to complete course tasks (Evans
et al., 2020; Serrano et al., 2019)

They appreciated having the

physical and spatial flexibility to work comfortably with peers in groups (Imms & Byers,
2017)

Moreover, students can provide distinctive visions for the classroom layout, and a suitable seating
arrangement in turn benefits students' learning experiences (Adedokun et al., 2017).

Compared with other elements affecting student attention, such as working memory
resources, tiredness or boredom (Hlas et al., 2019).

The psychological sense that one belongs to a group or community is a necessary antecedent to a
successful learning experience (Kahu & Nelson, 2018).

Numerous studies have confirmed the close linkage between the learning environment
and students’ learning performance (e.g., Barrett et al., 2013; Clinton & Wilson, 2019);