Development, Acceptability and Engagement with the Mind Tutor

Lessons Learned from Testing a Novel Digital Application for First Year UK Undergraduate Student Wellbeing

Dados Bibliográficos

ID13678648
AutoresEmma L Davies (0000-0003-3577-3276, Oxford Brookes University, autor correspondente), Natalie Wilde (0009-0000-1829-4906, Oxford Brookes University), Oliver Lennon (Syngenta (United Kingdom)), Alan M Beck (0000-0002-0661-7672, Syngenta (United Kingdom)), Alan Beck, Hazel Messenger (London Metropolitan University), Kat Sergiou (London Metropolitan University), Sarah E Hennelly (0000-0003-2417-6468, Oxford Brookes University), Christian Ehrlich (0000-0002-3433-0695, Oxford Brookes University)
Ano2025
Volume70
Fascículo3
Páginas515-530
Data de publicação2025-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPsychological Studies (JOURNAL)
Identificadores do periódicoISSN: 0033-2968 • E-ISSN: 0974-9861
EditoraSpringer Science+Business Media (PUBLISHER • DE)
DOI10.1007/s12646-025-00865-y
PMID41323496
OpenAlexW4415535917
IdiomaEN
Referências citadas51

University student wellbeing has been declining in recent years, leading to increased demand for universities to provide support services. This paper aims to describe the development process of a novel chatbot enhanced app for student wellbeing, the Mind Tutor, and to evaluate the acceptability of this app. The paper also serves to provide multiple lessons learned from the development process and the testing of the app, which will be of use to other researchers in the field. Mind Tutor was developed with input from students and university service stakeholders. Findings from the development process suggested that the app should focus content on anxiety, mood, managing academic work, transitions and balance and relationships. Behaviour change techniques (BCTs) within the app were information provision, goal setting, mindfulness, skills/actions and reframing. Mind Tutor content relating to transitions appeared to be the most acceptable to students; however, engagement with the app was poor (two interactions per student). Although universities are keen to offer app-based wellbeing support to students, and students may like such tools, our study demonstrates that low engagement may impact the efficacy of such tools. Considerations for future research are discussed, including the practicality of randomised controlled trials, better integration with existing support services and integration with learning and teaching platforms. The paper also advocates for greater use of co-production methods, and the need to ensure appropriate face-to-face support is not superseded by digital technology

Chatbot · Focus group · Process (computing · Service (business · Student engagement · TUTOR · Impact of Technology on Adolescents · Mobile Learning in Education · Online and Blended Learning