The Impact of Blended Mindfulness Intervention (BMI) on University Students’ Sustained Attention, Working Memory, Academic Achievement, and Electroencephalogram (EEG) Asymmetry

The current study devised a mindfulness intervention program, integrating face-to-face and group training with individualized technology-accessible practices. It aimed at investigating the role of Blended Mindfulness Intervention (BMI), which combines mainstream mindfulness practices with digital tools, in university students’ sustained attention, working memory, academic achievement, and electroencephalogram (EEG) asymmetry.

Sixty junior university students, selected from a pool of 72 candidates, were randomly assigned into two groups. Mindfulness training (MT) was incorporated into class activities of experimental group in a course of eight sessions. The participants of experimental group were also assigned to do some weekly follow-up activities offered via a smartphone-based mindfulness meditation application (Smiling Mind). The homogeneity of the two groups was ascertained prior the study on mindfulness, working memory (determined via Automated Operation Span [AOSPAN] task), and sustained attention. The tripartite mindfulness instruction encompassed these activities: (1) in-class general MT practices, (2) in-class educational-inspired practices, and (3) at-home practices via Smiling Mind.

This study substantiated that promoting state mindfulness in MT programs develops trait mindfulness, which brings about a host of cognitive, emotional, social, and metacognitive benefits. It also demonstrated that supplementing face-to-face and group interventions with individualized and easily accessible and affordable ones seem to cater for all styles and preferences and ultimately augment the efficiency of these programs.

This study is not preregistered.