The effect of brief mindfulness practice on online training effectiveness: the chain mediating role of attention and motivation to learn
Fengli Mu, Zixiao Zhang, Ziqiang Gao, Wendi Ding, James E. Hatch
Humanities and Social Sciences Communications July 1, 2026 DOI: 10.1057/s41599-026-08072-4 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Peer reviewed |
|---|---|
| Sample size | 209 |
| Population | Employees of a large real estate company enrolled in an online training program |
| Intervention | Mindfulness exercise |
| Dose | 9 minutes |
| Measures | 10-item quiz, Attention Network Test, standardized motivation to learn scale |
| Topics | Meditation |
| Key findings | A 9-minute mindfulness exercise improved training effectiveness compared to an active control. The effect was mediated by the alerting dimension of attention and fully mediated by motivation to learn, with a chain mediation from alerting attention to motivation to training effectiveness. |
Abstract
The integration of mindfulness practice within online training programs has gained traction due to its potential to enhance learning effectiveness. This study investigates the impact of a 9-min online mindfulness exercise on mitigating distractions during online learning and their influence on training effectiveness. Two empirical studies ( n study 1 = 93, n study 2 = 116) were conducted within the context of a large real estate company’s online training program. Two experiments randomly assigned employees to one of the two conditions: experimental condition (9-min mindfulness intervention) or active control condition (mindfulness explanation). Study 1 suggested that participants engaging in a mindfulness intervention achieved higher training effectiveness (measured by a 10-item quiz) compared to a control group. Building on these results, Study 2 explored the mediating roles of attention (tested by the Attention Network Test) and motivation to learn (assessed by a standardized scale). Mediation analysis supported the mediating role of the alerting dimension of attention and fully supported the mediating role of motivation to learn. A chain mediating effect was also supported, where alerting attention significantly predicted motivation to learn, which in turn affected training effectiveness. The findings indicate that incorporating brief mindfulness exercises into online training can foster a more attentive and motivated workforce, thereby potentially improving the effectiveness of digital learning environments. Theoretical and practical implications are discussed, along with directions for future research.