Student participation is an integral component to learning. Participation can be broken down to many specific components as well and one of the most important is question asking during class. That is, question asking is telling of communication conditions in a given classroom. In terms of learning, question asking is so vital as a part of students’ problem-solving abilities. Marx, Fuhrer, and Hartig (1999) point out the influence of question asking on learning as “enabling individuals to seek information, obtain clarification, and receive information” (p.252). These researchers then looked at how to promote question asking in students through leverage of the physical learning environment, specifically seating arrangements. In agreement with the above discussion, Marx et al. (1999) found question-asking was higher in a semi-circular arrangement compared to a linear, row-column arrangement. They support their results using Steinzor’s (1950) hypothesis. That is, in a semi-circular arrangement, there is a closer distance between student’s seats and the teacher, the ‘target of perception or interaction’ and there is a face-to-face orientation between all participants (Marx et al., 1999). As a result, the “unobstructed eye contact” (Marx et al., 1999, p.259) produces higher level of interest leading to an increase in question asking. Further to this, in the semi-circular arrangement, students have “stronger feelings of being in the presence of the teacher,” (Marx et al., 1999, p.259) which leads to higher levels of attention during instruction periods. In the end, a physical environment can promote specific forms of learning through interactive seating arrangements like the semi-circle.