Can a Technology Teach Meditation? Experiencing the EEG Headband InteraXon Muse as a Meditation Guide
International Journal of Emerging Technologies in Learning (iJET) April 24, 2020 DOI: 10.3991/ijet.v15i08.12415 (opens in new tab)
Summary
AI-generated from the abstractPeople who used a wearable device for meditation training over three weeks appreciated how it prompted self-guided learning. They emphasized that personalization and adaptability in educational technology are important for user satisfaction and continued use, aligning with Western pedagogical ideas. These principles, already guiding technology development to improve learning efficiency, also proved crucial for the device's acceptance.
Study at a glance
| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Sample size | 6 |
| Population | Purposive sample of participants who trialled a meditation device |
| Duration | Three weeks |
| Key finding | Users valued personalization and adaptivity in technology-guided meditation training, which were crucial for satisfaction and continued use. |
Abstract
Mobile and wearable technology now offers new avenues for technology-supported meditation practice and learning. Through a qualitative-dominant con-vergent parallel design, this study explored new empirical findings on the human perception of such technology-guided meditation training. A purposive sample of six participants trialled the device in several sessions during three weeks. Post-use, they commend the device for prompting self-guided learning. They highlight the importance of personalisation and adaptivity in educational technology, befit-ting Western pedagogical thought. Though these are guiding principles in current technology development, as they are believed to improve learning efficiency, they also prove crucial to user satisfaction and continued use of these technologies of the self.