This study reports on an initiative called PULS, due to its use of wearable heart rate monitors in a Swedish school seeking to increase physical activity among students to enhance learning, piloted with 58 seventh grade students. Wearable heart rate monitors were bought, and arrangements were made for 30-minute sessions of monitored activity twice a week.

However, student data was not used for learning, and thus the initiative was initially interpreted as a sign of uncritical thinking and unreflective practice when incorporating digital technology in school. Critical discussion and further development became essential to steer the situation towards student empowerment and learning.