Integrating Technology and Gameful Learning in Mindfulness Practices to Boost Cognitive Functioning and Self‐Efficacy
Bibliographic Data
| ID | 22416802 |
|---|---|
| Authors | A Fazila Begam (Alagappa University College of Education, Alagappa University Karaikudi Tamil Nadu India), R Portia (0000-0002-2430-9104, Alagappa University College of Education, Alagappa University Karaikudi Tamil Nadu India, corresponding author), J Ramesh Amalanathan (Alagappa University College of Education, Alagappa University Karaikudi Tamil Nadu India), A Elavarasi (Alagappa University College of Education, Alagappa University Karaikudi Tamil Nadu India), I Arulmozhi (Alagappa University College of Education, Alagappa University Karaikudi Tamil Nadu India) |
| Year | 2026 |
| Volume | 40 |
| Issue | 4 |
| Publication date | 2026-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Applied Cognitive Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0888-4080 • E-ISSN: 1099-0720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/acp.70243 |
| OpenAlex | W7168164186 |
| Language | EN |
| References cited | 30 |
Cognitive, psychological, and physiological functioning significantly influence overall well‐being and performance. Many interventions aim to enhance these domains, yet evidence of their combined impact remains limited. Declines in creative thinking, reasoning, self‐efficacy, and stress regulation present challenges in both educational and professional contexts. The study aims to evaluate the effectiveness of a structured intervention in improving divergent thinking, reasoning abilities, self‐efficacy, and physiological regulation, providing insights into strategies that foster holistic cognitive and psychological development while addressing gaps in sustained outcome research. Participants were randomly assigned to Experimental and Control groups, ensuring comparability at baseline. The Experimental group engaged in a structured intervention involving cognitive exercises, problem‐solving tasks, and self‐efficacy enhancement activities over several weeks, while the Control group received no specific intervention. Assessments included standardized tests for divergent thinking and reasoning, the General Self‐Efficacy Scale (GSES), and heart rate variability (HRV) measurements. Data on engagement, including session frequency, duration, and task completion, were collected. The study employed a randomized controlled design with experimental ( n = 30) and control ( n = 30) groups over an 8‐week intervention. Participants completed cognitive tests (divergent thinking and reasoning), the GSES for self‐efficacy, and HRV assessments using wearable devices. The experimental group used a mobile app, Fitbit Charge 5, and the Elite HRV platform with gamified mindfulness, while the control group followed traditional mindfulness. Findings displayed important developments in the experimental group in divergent thinking (35.2 to 41.5), reasoning (22.1 to 25.8), self‐efficacy (30.1 to 35.5), and HRV (44.2 to 58.0 ms), with sustained gains at follow‐up. Future research should contain larger samples, longer follow‐ups, and exploration of engagement‐driven mechanisms.
Cognition · Cognitive skill · Comparability · Metacognition · Mindfulness · Psychological intervention · Flow Experience in Various Fields · Mindfulness and Compassion Interventions · Sport Psychology and Performance
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| Highly cited | No |
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