Cognitive Mindfulness Intervention Using Virtual Reality to Address Academic Procrastination and Academic Engagement

October 27, 2024 updated by: Samantha Banbury, London Metropolitan University

Exploring the Potential of a Cognitive Mindfulness Intervention Using Virtual Reality to Address Academic Procrastination and Academic Engagement in a London University: A Brief Waitlist Pilot Randomised Controlled Study

The study aimed to establish the effectiveness of an immersive mindfulness virtual reality intervention using mindfulness software for students experiencing academic procrastination.

It was hypothesised that post immersive virtual reality mindfulness intervention would result in higher academic self efficacy, lower academic procrastination, and perceived academic stress levels with higher academic engagement. It was further hypothesised that in physiological responses, the pulse rate would be lower post-intervention per session and an overall reduction in pulse rate post intervention.

Study Overview

Status

Completed

Conditions

Intervention / Treatment

Detailed Description

Virtual reality is a powerful tool that creates a simulated virtual environment, offering immersive and non immersive options. The latter, which refers to the absence of a headset, is controlled by a computer screen using a keyboard and mouse. An immersive example is Meta Quest, a head mounted display that is more economically feasible and accessible. The use of virtual reality in pedagogy, while still in its early stages, is gaining popularity in various educational settings. The potential of virtual reality technology in mindfulness is an exciting prospect that warrants further exploration, offering a new and innovative approach to addressing academic procrastination and engagement. Research has identified the benefits of mindfulness for procrastination among students; however, minimal clinical trials are looking at how immersive virtual reality using mindfulness can support procrastination among students.

The study's design compared the differences in cognitive mindfulness, academic stress, academic procrastination, self efficacy and academic engagement measured with the delayed and active groups at weeks 0, 4, and 12. A waitlist randomised controlled study was used to ensure all participants received the intervention.

A content analysis was used to work with students as partners in the co creation of this intervention. To expand, students were asked about their views on immersive mindfulness, virtual reality, and procrastination, including suggestions on how they envisage the development of this intervention in supporting students. Student contributions included a whole person approach in co developing the intervention to target diverse students.

Virtual reality used Meta Quest 3 goggles with access to mindfulness software company. The intervention selected Focus mindfulness activities based on the impact of decision making, setting goals, being present, and working through barriers. Further, Calm was selected, focusing on flow, being in the here and now, and mindfully observing our senses and feelings with compassion. Post focus or calm, there was a series of mindfulness breathing exercises where participants could choose between the sea or land as a visual. A woman's voice provides guidance.

The mobile app uses artificial intelligence to provide personalised brief mindfulness exercises. Participants were encouraged to use this outside of virtual reality. The intervention has been mapped with mindfulness of breath, mindful stretching/body scan, mindful focus on difficulties and mindfulness of breath sounds and thoughts. Each session lasted approximately twenty five minutes per week for 4 weeks.

Study Type

Interventional

Enrollment (Actual)

15

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • United Kingdom
      • London, United Kingdom, N7 8DB
        • School of Social Sciences and Professions

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • Adult
  • Older Adult

Accepts Healthy Volunteers

Yes

Description

Inclusion Criteria:

  • Must have normal or corrected to normal hearing and vision
  • Must be 8 years or older
  • Must possess a mobile phone, either Google Play or Apple app
  • Must have used virtual reality before with no side effects
  • Must have a pulse rate of 60 to 80 beats per minute
  • Must NOT experience seizures
  • Must NOT have coordination difficulties

Exclusion Criteria:

  • Have coordination difficulties
  • Report having claustrophobia
  • Pulse rate higher than 80 at rest
  • Have sensitivities to flashing lights
  • Are prone to migraine
  • Have seizures
  • Are younger than 18 years old

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Supportive Care
  • Allocation: Randomized
  • Interventional Model: Parallel Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Active Comparator: Active group
Immersive virtual reality mindfulness intervention software including focus and calm along with mindfulness breathing exercises
Behavioral: Immersive virtual reality mindfulness
Immersive virtual reality mindfulness
Active Comparator: Delayed group
Immersive virtual reality mindfulness intervention software including focus and calm along with mindfulness breathing exercises
Behavioral: Immersive virtual reality mindfulness
Immersive virtual reality mindfulness

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Changes in cognitive mindfulness taken at weeks 0, 4 and 12
Time Frame: 0, 4 and 12 weeks
This is a 10 item questionnaire with 5 response categories (1=never or rarely true through 5=very often always true). Cronbach alpha ranges between 0.69 and 0.76. Subscale scoring is divided into 5 areas, including observing, describing, acting with awareness, non-judging, and non-reactivity. Higher scores reflect higher levels of mindfulness endorsement.
0, 4 and 12 weeks
Changes in perceived academic stress taken at weeks 0, 4 and 12
Time Frame: 0, 4 and 12 weeks
This is a 10 item questionnaire with 5 response categories (1=Strongly disagree to 5=Strongly agree and in reverse 1= strongly agree to 5=strongly disagree). Cronbach alpha is .70. Primary subscales include academic expectations and self-perceptions. The higher the score, the higher the level of perceived academic stress experienced by students.
0, 4 and 12 weeks
Changes in self efficacy taken at weeks 0, 4 and 12.
Time Frame: Weeks 0, 4 and 12
This is a 15 item questionnaire with 5 response categories (1 = strongly disagree to 5 = strongly agree). Cronbach alpha is 0.85. The higher the score, the higher the level of self efficacy students experience.
Weeks 0, 4 and 12
Changes in academic engagement taken at weeks 0, 4 and 12
Time Frame: Weeks 0, 4 and 12
This is a 10 item questionnaire with 5 response categories (1 = strongly disagree to 5 = strongly agree). Cronbach alpha is 0.84. The higher the score the higher the level of academic engagement
Weeks 0, 4 and 12
Changes in academic procrastination taken at weeks 0, 4 and 12
Time Frame: Weeks 0, 4 and 12
This is a 10 item questionnaire with 5 response categories (1= disagree to 5= agree). It assesses procrastination in academic activities and settings. Cronbach alpha ranges between 0.84 and 0.92. The higher the score, the higher the level of perceived procrastination experienced by students.
Weeks 0, 4 and 12

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

London Metropolitan University

Investigators

  • Principal Investigator: Samantha Banbury, London Metropolitan University

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

July 1, 2024

Primary Completion (Actual)

September 1, 2024

Study Completion (Actual)

October 27, 2024

Study Registration Dates

First Submitted

October 27, 2024

First Submitted That Met QC Criteria

October 27, 2024

First Posted (Actual)

October 29, 2024

Study Record Updates

Last Update Posted (Actual)

October 29, 2024

Last Update Submitted That Met QC Criteria

October 27, 2024

Last Verified

October 1, 2024

More Information

Terms related to this study

Keywords

Other Study ID Numbers

  • London University

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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