Mindfulness and gamification in the higher education classroom: Friends or foes?

Karadjova, Katia

doi:10.4995/head18.2018.8151

Cited by 1 publication

(1 citation statement)

References 22 publications

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“…• Use of physical spaces devoted to mindfulness practice. There is evidence for an increasing use of physical spaces devoted to mindfulness practices on campus premises, especially in academic libraries (e.g., Chun et al, 2021;Duffy et al, 2021;Gibson & Regan;Hartel et al, 2017;Karadjova, 2018Karadjova, , 2019Karadjova-Kozhuharova & Baker, 2022;Ruhlmann, 2017).…”

Section: Introductionmentioning

confidence: 99%

Positive effects of mindfulness practices on academic performance and well-being

Karadjova-Kozhuharova

Baker

2023

9th International Conference on Higher Education Advances (HEAd'23)

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This qualitative study explored potential positive effects of mindfulness practices among university students. The mindfulness practices were provided at an experiential space, the Brain Booth at the university library, meant to learn about the mind-body connection, reduce stress, and optimize learning. The Brain Booth activities were available to students at any time during the library working hours. The findings showed that the Brain Booth was experienced as helping students to 1) Relax and Destress; 2) Calm down; 3) Foster focus and clarity; 4) Actively engage and reenergize. A strong preference was outlined for mindfulness activities without a digital component or screen time. The study showed that the Brain Booth is helping students, at their point of need, with some of the major factors that affect their academic performance the most, as well as with their overall well-being.

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