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Mind-It. Introducing Mindfulness Online to Help Students Change Perceptions and Develop Interest: a Design-Based Research Approach

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Mind-It. Introducing Mindfulness Online to Help Students Change Perceptions and Develop Interest: a Design-Based Research Approach Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 12-2020 Mind-It. Introducing Mindfulness Online to Help Students Change Perceptions and Develop Interest: A Design-Based Research Approach Joana M. Franco Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Instructional Media Design Commons Recommended Citation Franco, Joana M., "Mind-It. Introducing Mindfulness Online to Help Students Change Perceptions and Develop Interest: A Design-Based Research Approach" (2020). All Graduate Theses and Dissertations. 7964. https://digitalcommons.usu.edu/etd/7964 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. MIND-IT. INTRODUCING MINDFULNESS ONLINE TO HELP STUDENTS CHANGE PERCEPTIONS AND DEVELOP INTEREST: A DESIGN-BASED RESEARCH APPROACH by Joana M. Franco A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Instructional Technology and Learning Sciences Approved: ________________________________ ________________________________ Mimi Recker, Ph.D. Heloisa Rutigliano, Ph.D. Major Professor Committee Member ________________________________ ________________________________ Jody Clarke-Midura, Ed.D. Michael E. Levin, Ph.D. Committee Member Committee Member ________________________________ ________________________________ Victor Lee, Ph.D. D. Richard Cutler, Ph.D. Committee Member Interim Vice Provost of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2020 ii Copyright © Joana M. Franco 2020 All Right Reserved iii ABSTRACT Mind-It. Introducing Mindfulness Online to Help Students Change Perceptions and Develop Interest: A Design-Based Research Approach by Joana M. Franco, Doctor of Philosophy Utah State University, 2020 Major Professor: Mimi Recker, Ph.D. Department: Instructional Technology and Learning Sciences Following contemporary educational perspectives that suggest learning should take a holistic approach and aim to support students’ whole being to integrate a more conscious society, this study proposed to investigate ways to help higher education students change their perceptions and develop interest in mindfulness meditation. Studies have shown that mindfulness meditation—defined as training the ability to be present to life experiences with acceptance and nonjudgment—help students in responding skillfully to internal and external conditions and establishing life balance. Through a design-based research approach, the purpose of this study was to iteratively design an introductory online course—Mind-IT—that aimed to help students change perpective about practicing mindfulness meditation and develop situational interest, with the eventual goal of facilitating students’ sustained interest in incorporating mindfulness meditation in their lives. This was accomplished by first examining students’ enablers and barriers for engaging with mindfulness meditation, measured through an online survey that informed the design of Mind-IT. Second, through user experience design iv methods, such as benchmarking mindfulness apps and testing usability of Mind-IT, the design was refined. Lastly, the course was piloted to examine students’ learning experiences leading to change in perception and situational interest development in mindfulness meditation. Participants for this study were drawn from the School of Veterinary Medicine since nationally research has identified this population as at-risk academically due to high levels of anxiety and depression. Results from the study showed that Mind-IT helped students explore and shift their concept and experience of mindfulness meditation, but would need to offer more support for behavior change. Findings also showed that Mind-IT helped students develop situational interest in mindfulness meditation, although excessive and unexpected effort and time spent on some learning activities became frustrating and hindered the development of situational interest for some students. (270 pages) v PUBLIC ABSTRACT Mind-It. Introducing Mindfulness Online to Help Students Change Perceptions and Develop Interest: A Design-Based Research Approach Joana M. Franco This study aligns with contemporary perspectives on higher education suggesting that learning ought to be holistic, going beyond disciplinary knowledge and seeing students as whole beings, to support them in knowing themselves and integrating a more conscious society. In the attempt to contribute to this vision, this study advocates for incorporating mindfulness meditation—a contemplative practice to train the ability to be fully aware of the present moment with a nonjudgmental and curious attitude—into higher education curriculum. Adopting design-based research, I created and iteratively refined a two-week online course called Mind-IT to introduce mindfulness meditation to graduate students in the Veterinary Medicine. Due to potential barriers to engage in mindfulness meditation, the main goal of the study was to help students change their perceptions of mindfulness and develop situational interest in practicing it for their well-being. Results showed that Mind-IT helped students explore and shift their concept and experience of mindfulness, but need to offer more support for behavior change. Findings also showed that although excessive effort and time spent on some learning activities led to some frustration, Mind- IT helped students develop situational interest in mindfulness meditation. vi ACKNOWLEDGMENTS I would like to start by thanking my advisor and dissertation chair, Mimi Recker, for the consistent support and attentive feedback throughout the time we worked together. You have welcomed me and helped me feel safe to be and believe in myself in this wild world of academia. I could not have found a better fit for me. You are someone I look up to and admire as a woman and a scholar. For all that, your adventurer spirit, and the deep well of knowledge that you kindly and humbly share, I am forever grateful. I would also like to thank all my committee members: Victor Lee, Jody Clarke- Midura, Heloisa Rutigliano, and Mike Levin for their support and guidance, especially in the development of my research proposal. I have learned and grown from all interactions I had with each of you. In addition to my committee, I would like to offer my gratitude to the helpful colleagues at CIDI, the Center for Innovative Design and Instruction at USU, who have always assisted me in my research and design process. As a Brazilian, I owe this opportunity to pursue a doctoral degree in the United States to the program Science without Borders. Due to the scholarship support from the CAPES Foundation through the Ministry of Education of Brazil, I was able to start my studies abroad under the process number 13165-13-5. Furthermore, I am grateful for all the graduate research assistantship opportunities with which I learned and was able to continue my studies after the end of the Science without Borders program. I am also grateful for all the heartfelt people I met in this journey. My friends in the ITLS department at USU have welcomed me in my laughter and in my cry and helped me persist along the way. I feel especially grateful to my dear friend and writing partner, Katarina Pantic, who have paved the way and motivated me to progress through our time vii spent writing and chatting in the coffee shops in Logan. I would not have done it without you, my borrowed sister! I am deeply grateful for my friends also outside of ITLS, who have provided me balance and perspective, who have supported and embraced me in this lovely community of Logan. You were fundamental to my joy in these past years through our hikes in the mountains, the rocks we have climbed, the deep conversations, the shared meals, the exchanged silliness, and the space we held in meditation. I love all of you and I am honored to have met and spent time in your presence. You are forever in my heart! I am grateful for my family, especially my mother Terezinha, my father Evandro and my stepmother Zali, who supported me from afar in the best way they could. Most importantly, I am thankful for their trust and deep respect and appreciation for who I am. I am also thankful to all my friends in Brazil that continued to nurture our connections even when I was not physically present. Lastly, I feel great appreciation for the students in the Veterinary Medicine that participated in my study. I have learned from your stories and perspectives and I feel honored to have worked with you. Joana Franco viii CONTENTS ........................................................................................................................................ Page ABSTRACT ...................................................................................................................... iii PUBLIC ABSTRACT ....................................................................................................... v ACKNOWLEDGMENTS ................................................................................................ vi CONTENTS ......................................................................................................................vii LIST OF TABLES ..........................................................................................................
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