Technology and Meditation: Exploring the Challenges and Benefits of a Physical Device to Support Meditation Routine

Abstract

Existing studies of technology supporting meditation habit formation mainly focus on mobile applications which support users via reminders. A potentially more effective source of motivation could be contextual cues provided by meaningful objects in meaningful locations. This longitudinal mixed-methods 8-week study explored the effectiveness of such an object, Prana, in supporting forming meditation habits among seven novice meditators. First, the Meditation Intentions Questionnaire-24 and the Determinants of Meditation Practice Inventory-Revised were administered. The self-report habit index (SrHI) was administered before and after the study. Prana recorded meditation session times, while daily diaries captured subjective experiences. At the end of the study, the system usability scale, the ten-item personality inventory, and the brief self-control scale were completed, followed by individual semi-structured interviews. We expected to find an increase in meditation frequency and temporal consistency, but the results failed to confirm this. Participants meditated for between 16% and 84% of the study. The frequency decreased with time for four, decreased with subsequent increase for two, and remained stable for one of them. Daily meditation experiences were positive, and the perceived difficulty to start meditating was low. No relevant correlation was found between the perceived difficulty in starting to meditate and meditation experience overall; the latter was only weakly associated with the likelihood of meditating the next day. While meditation became more habitual for six participants, positive scores on SrHI were rare. Despite the inconclusive results, this study provides valuable insights into challenges and benefits of using a meditation device, as well as potential methodological difficulties in studying habit formation with physical devices.

Empathy Design Thinking: cultivating creative minds in primary education

“…to tackle challenges with both intellect and emotional insight (Dym et al, 2005;Leifer and Steinert, 2011;Lewrick et al, 2018). EDT emphasizes cultivating adaptability and creative thinking, preparing students to navigate and innovate within the complexities of the modern world (Armstrong, 2016;Lee and Park, 2021;Kermavnar and Desmet, 2024).…”