Digital Mindfulness Programs and Student Concentration

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Tanvi Sinha

Independent Researcher

India

Abstract

Digital mindfulness programs—structured interventions delivered via digital platforms—have emerged as promising, scalable tools to bolster students’ concentration in the face of pervasive screen‑based distractions. This 8‑week digital mindfulness curriculum, delivered via the “FocusNow” app, integrates daily guided meditations, attention‑training exercises, and reflective journaling to cultivate present‑moment awareness and self‑regulation. In a survey‑based study with 200 undergraduate participants (Mage = 20.4 years; 68% female), concentration was measured pre‑ and post‑intervention using the Concentration Inventory for Students (CIS), a self‑reported task engagement log, and a Digital Distraction Questionnaire (DDQ). Results demonstrated statistically significant improvements in sustained attention (mean CIS increase from 3.12 to 3.68; p < 0.001, d = 0.91), a rise in focused study hours (from 2.7 to 3.4 hrs/day; p < 0.001, d = 0.62), and a reduction in smartphone checks during study sessions (from 8.3 to 5.1 checks/hr; p < 0.001, d = 0.67). Qualitative feedback revealed themes of heightened metacognitive awareness, enhanced perceived control over digital interruptions, and high program usability. Participants reported transferable benefits such as improved time management, greater emotional resilience during exams, and a more mindful approach to technology use. These findings underscore the efficacy of digital mindfulness as an accessible intervention for attention enhancement, offering educators a practical adjunct to classroom pedagogy. Future research should examine long‑term retention of gains, explore differential effects across demographic groups, and integrate objective neurocognitive measures to further elucidate underlying mechanisms of attention improvement.

Keywords

Digital mindfulness; student concentration; sustained attention; survey; task engagement

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