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

NCT06664346 | Completed DMC

• 1 other identifier: London University
• Study Type: interventional
• Target: 15
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Procrastination

Keywords

Academic procrastination; Academic engagement; Immersive cognitive mindfulness; Perceived academic stress

Outcome Measures

Primary Outcomes (5)

• Changes in cognitive mindfulness taken at weeks 0, 4 and 12

  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

  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.

  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

  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

  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

Study Arms (2)

Active group

ACTIVE COMPARATOR

Immersive virtual reality mindfulness intervention software including focus and calm along with mindfulness breathing exercises

Behavioral: Immersive virtual reality mindfulness

Delayed group

ACTIVE COMPARATOR

Immersive virtual reality mindfulness intervention software including focus and calm along with mindfulness breathing exercises

Behavioral: Immersive virtual reality mindfulness

Interventions

Immersive virtual reality mindfulness BEHAVIORAL

Immersive virtual reality mindfulness

Active group; Delayed group

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• 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

You may not qualify if:

• 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

Sponsors & Collaborators

• London Metropolitan University: lead

Study Sites (1)

School of Social Sciences and Professions

London, N7 8DB, United Kingdom

Location

Related Publications (7)

• Boeldt D, McMahon E, McFaul M, Greenleaf W. Using Virtual Reality Exposure Therapy to Enhance Treatment of Anxiety Disorders: Identifying Areas of Clinical Adoption and Potential Obstacles. Front Psychiatry. 2019 Oct 25;10:773. doi: 10.3389/fpsyt.2019.00773. eCollection 2019.

  PMID: 31708821 RESULT

• Dundas I, Thorsheim T, Hjeltnes A, Binder PE. Mindfulness Based Stress Reduction for Academic Evaluation Anxiety: A Naturalistic Longitudinal Study. J College Stud Psychother. 2016 Apr 2;30(2):114-131. doi: 10.1080/87568225.2016.1140988. Epub 2016 Apr 13.

  PMID: 27227169 RESULT

• Biggers A, Spears CA, Sanders K, Ong J, Sharp LK, Gerber BS. Promoting Mindfulness in African American Communities. Mindfulness (N Y). 2020 Oct;11(10):2274-2282. doi: 10.1007/s12671-020-01480-w. Epub 2020 Aug 21.

  PMID: 33584869 RESULT

• Yue P, Zhang J, Jing Y. Mindfulness and academic procrastination among Chinese adolescents: a moderated mediation model. Front Psychol. 2024 Sep 2;15:1409472. doi: 10.3389/fpsyg.2024.1409472. eCollection 2024.

  PMID: 39286568 RESULT

• Koppenborg KA, Garnefski N, Kraaij V, Ly V. Academic stress, mindfulness-related skills and mental health in international university students. J Am Coll Health. 2024 Apr;72(3):787-795. doi: 10.1080/07448481.2022.2057193. Epub 2022 Apr 15.

  PMID: 35427213 RESULT

• Farra SL, Miller ET, Hodgson E. Virtual reality disaster training: translation to practice. Nurse Educ Pract. 2015 Jan;15(1):53-7. doi: 10.1016/j.nepr.2013.08.017. Epub 2013 Sep 12.

  PMID: 24063793 RESULT

• Ma J, Zhao D, Xu N, Yang J. The effectiveness of immersive virtual reality (VR) based mindfulness training on improvement mental-health in adults: A narrative systematic review. Explore (NY). 2023 May-Jun;19(3):310-318. doi: 10.1016/j.explore.2022.08.001. Epub 2022 Aug 5.

  PMID: 36002363 RESULT

Study Officials

• Samantha Banbury

  London Metropolitan University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: Participants were randomised to an active or delayed group

Study Record Dates

• First Submitted: October 27, 2024
• First Posted: October 29, 2024
• Study Start: July 1, 2024
• Primary Completion: September 1, 2024
• Study Completion: October 27, 2024
• Last Updated: October 29, 2024

Record last verified: 2024-10

Data Sharing

• IPD Sharing: Will not share

Locations

GB (1)