Designing technology tools to support engagement in mindfulness-based interventions: an analysis of teacher and student experiences

Parsons, Christine E.; Jensen, Kasper Løvborg; Roepstorff, Andreas; Fjorback, Lone Overby; Linehan, Conor

doi:10.1177/2055207619868550

Cited by 16 publications

(9 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…e-learning or sharing portals), multimedia resources, the internet and video conferencing [1]. Students receive the content from teacher and communicate with the teacher via the same technologies and not in face to face setting [2,3]. A VLE is defined as a computer-based environment that is a relatively open system, allowing interactions and encounters with other participants and providing access to a wide [4].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ perceptions and readiness toward the implementation of virtual learning environment

Rashid

Shukor

Tasir

et al. 2021

IJERE

View full text Add to dashboard Cite

The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers’ perceptions and tendency to use VLE as a tool for teaching. The teachers’ perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers’ acceptance was influenced by the teachers’ readiness, and the teachers’ perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students’ interest in constructing knowledge through their learning process.

show abstract

Section: Introductionmentioning

confidence: 99%

Teachers’ perceptions and readiness toward the implementation of virtual learning environment

Rashid

Shukor

Tasir

et al. 2021

IJERE

View full text Add to dashboard Cite

show abstract

“…Second, it is possible that participants pressed play on the guide within the smartphone app but did not actually listen to the guides. For instance, one participant in our user-centered design group suggested that she might cheat by pressing play on the recording and leave the phone while she engaged in other tasks [19]. We cannot exclude such a possibility.…”

Section: Limitations Of the Smartphone-monitoring Approach And This Studymentioning

confidence: 99%

“…In this exploratory study, we aimed to examine participant practice behavior during an 8-week MBSR program. We used a custom-developed app [19] that was designed to provide a simple user experience that did not conflict with any of the principles underpinning MBSR (eg, evaluating practice time as good or bad). We aimed to assess the number of practice sessions participants completed, the time of day participants practiced at, and the consistency of practice time.…”

Section: Self-reports Missing Data and The Timing Of Practicementioning

confidence: 99%

“…The focus groups and the subsequent analysis followed and an experience-centered design approach, which was designed to invite participants to creatively express something about themselves, their values, their relationships, and the ways they make sense of experience [21]. The design process is reported in detail elsewhere [19]. In summary, the app was designed to include the teachers' own specific practice guides, rather than guides from another teacher.…”

Section: Smartphone App Designmentioning

confidence: 99%

See 1 more Smart Citation

Smartphone Monitoring of Participants’ Engagement With Home Practice During Mindfulness-Based Stress Reduction: Observational Study

Parsons¹,

Madsen²,

Jensen³

et al. 2020

JMIR Ment Health

Self Cite

View full text Add to dashboard Cite

Background Standardized mindfulness training courses involve significant at-home assignments of meditation practice. Participants’ self-reported completion of these assignments has been correlated with treatment outcomes, but self-reported data are often incomplete and potentially biased. In addition, mindfulness teachers typically suggest that participants set aside a regular practice time, preferably in the morning, but the extent to which participants do this has not been empirically examined. Objective This study aimed to analyze patterns of participant engagement with home practice in a mindfulness-based stress reduction course. Methods We used a novel smartphone app to provide 25 participants with access to their daily practice assignments during the 8-week course. We analyzed data collected through our smartphone app to determine usage and listening patterns and performed analyses of the regularity and frequency of participant behavior. Results We found that participants listened to a median of 3 of the 6 practice sessions per week, and they did not typically set aside a regular daily practice time. Across weekdays, participants practiced most frequently in the morning, but there was considerable variation in participants’ practice start times. On weekends, the peak practice time was in the evening. Conclusions We suggest that it is feasible to integrate a smartphone-monitoring approach into existing mindfulness interventions. High-frequency smartphone monitoring can provide insights into how and when participants complete their homework, information that is important in supporting treatment engagement.

show abstract

“…[31]). As gathering home practice logs proved difficult (a recurrent problem even in well-established MBCT for depression research [101][102][103][104][105]), the use of technology such as apps (which would automatically log patients accessing mindfulness meditation practices) would aid research into engagement in MBIs for OCD [105]. Similarly, it would be beneficial to include post-treatment questionnaires eliciting the extent of home practice.…”

Section: Clinical and Research Implicationsmentioning

confidence: 99%

Participant perspectives on the acceptability and effectiveness of mindfulness-based cognitive behaviour therapy approaches for obsessive compulsive disorder

et al. 2020

View full text Add to dashboard Cite

Cognitive behavioural therapy (CBT) which includes Exposure and Response (ERP) is a highly effective, gold standard treatment for Obsessive-Compulsive Disorder (OCD). Nonetheless, not all patients with OCD significantly benefit from CBT. This has generated interest in the potential benefits of Mindfulness-Based Interventions (MBIs), either integrated with CBT, to enhance engagement with ERP tasks, or delivered as a stand-alone, first-line or therapy to augment CBT. This paper reports on two qualitative studies that involved a thematic analysis of interview data with participants in a 10-week Mindfulness-Based ERP (MB-ERP) course (study 1) and a 9-week Mindfulness-Based Cognitive Therapy course adapted for OCD (MBCT-OCD) (study 2). Whilst MB-ERP integrated a mindfulness component into a standard ERP protocol, MBCT-OCD adapted the psychoeducational components of the standard MBCT for depression protocol to suit OCD, but without explicit ERP tasks. Three common main themes emerged across MB-ERP and MBCT-OCD: 'satisfaction with course features', 'acceptability of key therapeutic tasks 'and 'using mindfulness to respond differently to OCD'. Sub-themes identified under the first two main themes were mostly unique to MB-ERP or MBCT-OCD, with the exception of '(struggles with) developing a mindfulness practice routine' whilst most of the sub-themes under the last main theme were shared across MB-ERP and MBCT-OCD participants. Findings suggested that participants generally perceived both MBIs as acceptable and potentially beneficial treatments for OCD, in line with theorised mechanisms of change.

show abstract

Designing technology tools to support engagement in mindfulness-based interventions: an analysis of teacher and student experiences

Cited by 16 publications

References 30 publications

Teachers’ perceptions and readiness toward the implementation of virtual learning environment

Teachers’ perceptions and readiness toward the implementation of virtual learning environment

Smartphone Monitoring of Participants’ Engagement With Home Practice During Mindfulness-Based Stress Reduction: Observational Study

Participant perspectives on the acceptability and effectiveness of mindfulness-based cognitive behaviour therapy approaches for obsessive compulsive disorder

Contact Info

Product

Resources

About