When Mobile Apps Integrate Traditional Face-to-Face Mindfulness Practices

Kabat-Zinn (2003) defines mindfulness as an open awareness that focuses on the present moment, without being distracted by thoughts of the past or future. Mindfulness can be a personal trait (a natural tendency) or a state (a state triggered by practices such as meditation). While the trait of mindfulness typically remains stable over time, the state of mindfulness can be enhanced through mindfulness meditation training (MT), which in turn improves cognitive, emotional, and social development. Previous research has already shown that mindfulness training can promote long-term positive changes, enhancing the brain's executive functions, cognitive control, and psychological resilience.

Specifically, mindfulness can improve working memory (WM), which can predict performance in various cognitive tasks and help individuals cope with stress and mental health issues. Cognitive control, including sustained attention and working memory, plays a crucial role in daily functioning and goal-oriented behavior.

Traditional offline mindfulness training courses usually require a significant time investment, which has led to the development of technology-supported mindfulness training (tsMT), such as mobile apps. These apps allow individuals to practice mindfulness at their own pace and convenience, making it accessible to those who cannot attend face-to-face courses.

The study I’m presenting today, titled The Impact of Blended Mindfulness Intervention (BMI) on University Students’ Sustained Attention, Working Memory, Academic Achievement, and Electroencephalogram (EEG) Asymmetry by Bajestani et al. (2024), explores whether these technology-supported mindfulness training apps can produce the same effects as traditional mindfulness practices. The study questions whether these apps will achieve the same results, or if there will be differences, whether the effects will be sustained or enhanced, or whether they might fall short of expectations.

In 2019, other researchers examined the effects of three smartphone mindfulness meditation apps (Headspace, Smiling Mind, and Evernote) on improving college students' mental health. In the study, 208 students participated in a 10-day intervention and a 30-day extended use period, using these apps for 10 minutes daily. Health-related indicators, such as anxiety, depression, resilience, mindfulness, personal achievement, and adaptability, were assessed at three time points: before the intervention, after 10 days of intervention, and after 30 days of extended use. The results showed that the experimental group experienced significant improvements in mindfulness and other positive attributes, while negative attributes decreased. However, it was noted that these effects peaked during the first 10 days of the intervention and diminished during the 30-day extended use period. This suggests that, at least in the short term, mobile-assisted mindfulness training programs are effective, and if used regularly, the effects could be enhanced.

Additionally, some studies have found that employees who used the Headspace app showed improvements in mental health, anxiety, depression symptoms, feelings of workplace support, and blood pressure. After engaging in 10-20 minutes of guided meditation daily, these positive effects persisted for about 16 weeks.

Interestingly, mindfulness apps have also shown benefits for children. Treves et al. (2023) reported that young children using the Inner Explorer app showed more significant improvements in stress and depression levels compared to two control groups who listened to audiobooks.

Other studies have explored neurofeedback-assisted meditation apps. Hunkin et al. (2021) tested the Muse app, which helps university students improve mindfulness levels through auditory EEG feedback. The app generates different sounds based on the user's focus, ranging from soft sounds (such as waves or light rain) to stronger sounds (like heavy rain or storms), providing feedback on the user's attention. The results showed that the Muse app significantly improved mindfulness levels, reduced mind-wandering, and enhanced participants' experience and motivation.

Crivelli et al. (2018) proposed that technology-assisted mindfulness training could address the challenges related to intensity and consistency in traditional meditation practices. In their study, they used brainwave-sensing devices (Muse) to help young adults with moderate anxiety improve cognitive function. The results indicated that the device helped enhance attention regulation and overall cognitive performance.

Lastly, when traditional group mindfulness training was not feasible, Bhayee et al. (2016) explored the use of neurofeedback-assisted technology-supported mindfulness training (N-tsMT) in community health adults. They found that after a 6-week intervention, participants showed improvements in reaction time, overall well-being, and physical symptoms. Participants reported increased body awareness, a sense of tranquility, and greater effort.

However, not all technology-assisted mindfulness training programs have shown satisfactory results. For instance, Svetlov et al. (2019) compared two groups' heart rate variability—one using the Muse app and the other performing non-assisted relaxation exercises. The results showed no significant difference between the groups. Furthermore, the Muse group did not show any long-term anxiety reduction, suggesting that the benefits of this app may not always be stable.

The study we are introducing today explores a blended approach that combines face-to-face mindfulness training with technology-assisted practices. This approach aims to overcome the limitations of each individual method and enhance the overall effectiveness of mindfulness training programs. The authors developed a mindfulness intervention specifically for university students, which includes in-class mindfulness practices, mindfulness education-inspired activities, and at-home practices using the Smiling Mind app. The study aimed to examine the impact of this blended approach on students' working memory, sustained attention, academic performance, and EEG patterns (related to brain activity).

Sixty second-year students majoring in English Language Teaching (ELT) were divided into an experimental group and a control group. The experimental group underwent 8 weeks of blended mindfulness training, while the control group did not. EEG data were collected from 24 students (12 from each group) to analyze brain activity, particularly focusing on the theta/beta ratio (TBR) and alpha power, which are related to attention and cognitive functions.

The 8-week blended mindfulness intervention consisted of one 1-hour class per week and at-home exercises using the Smiling Mind app. In the classroom, students engaged in two common types of mindfulness practices: Focused Attention (FA) and Open Monitoring (OM) meditation, as well as a core component called "education-inspired mindfulness." The at-home practices, along with FA and OM, served as complementary activities.

FA meditation involves sustaining purposeful attention on a specific item or event, such as breathing or thoughts. OM meditation, on the other hand, involves maintaining awareness of everything around without focusing on any specific experience. In this study, FA practices included mindful breathing, body scans, raisin meditation, and mind-wandering detection, while OM techniques included non-reactive meta-awareness, body-state awareness, and reflective journaling.

The core of the blended intervention was education-inspired mindfulness, which involves applying mindfulness in a specific context to stimulate participants. Based on the mindfulness theory by Van Vreeswijk et al. (2014), this approach emphasizes observing all experiences, analyzing, planning, judging, reasoning, and fantasizing. These techniques were later adapted to academic settings, particularly for English as a Foreign Language (EFL) learners. For example, each session began with a 1-minute motivational video relevant to the session’s instructional theme. After the video, students engaged in a 1-minute daily conversation and follow-up discussion, sometimes addressing conflict transformation.

At-home exercises involved daily practice for at least 30 minutes, three times a week, using the Smiling Mind app. This app, designed by a team of psychologists and educators, offers hundreds of hours of guided and unguided mindfulness meditation exercises across different contexts, such as mindfulness in sports, meditation, classrooms, and workplaces. Students were encouraged to select modules that suited their needs and practice at their convenience, as well as maintain a reflective journal to track their activities, progress, and feedback on their experiences.

The study found that mindfulness training significantly improved participants' working memory and sustained attention, which are crucial cognitive skills for learning and mental health. These results are consistent with previous studies, suggesting that mindfulness can help reduce distractions and improve focus. In this study, mindfulness intervention also led to better academic achievement, aligning with earlier research in different educational settings.

The improvement in working memory and sustained attention indicates that these cognitive functions are essential for academic success. Tasks designed to test working memory were linked to better reading comprehension and problem-solving abilities.

EEG results also showed that mindfulness training led to a reduction in the theta/beta ratio (TBR), a brainwave pattern associated with attention issues. This suggests that mindfulness training might bring about lasting changes in brain function, enhancing attention and cognitive performance. These results support prior research indicating that mindfulness meditation can boost cognitive abilities and help individuals focus better.

Moreover, there was an increase in alpha (α) wave power across various EEG channels. This is consistent with previous research showing that mindfulness meditation can enhance brain activity in the alpha frequency band. The increase in alpha wave power suggests that mindfulness meditation may improve cognitive flexibility and relaxation, helping individuals maintain higher levels of focus and calm. These findings are in line with other studies, indicating that meditators tend to have better brainwave synchronization and stronger alpha-phase coordination.

The authors believe that this study holds significant implications in the context of higher education. Universities aim to help students realize their full potential and self-worth. Mindfulness practices can support this process by enhancing cognitive and metacognitive skills, helping students unlock their full potential. College students often face various pressures from academic, social, and personal responsibilities, and mindfulness can help them better cope with these challenges, improve attention, and reduce distractions.

For foreign language education (EFL learners), maintaining high levels of attention and awareness is essential when learning a new language, especially since language acquisition typically occurs in the classroom rather than in immediate real-life contexts. Mindfulness can help these learners stay focused, which is crucial for successfully navigating the complexities of language learning.

One key implication of this study is the encouragement for educators, particularly higher education instructors and EFL teachers, to incorporate mindfulness techniques and apps into their teaching activities. This can not only improve students' attention and academic performance but also enhance their overall well-being and sense of accomplishment.

While the study presents valuable conclusions, it also has some limitations. First, the sample size was small (30 participants per group), which limits the generalizability and validity of the results. Additionally, all participants were female.

Perhaps the greatest takeaway for us is that mindfulness apps can be integrated with offline practices, learning, and work scenarios. For example, taking a few minutes for mindfulness exercises, such as breathing or mindful movement, before meetings or classes could significantly alter the entire experience, making it more focused and effective.

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