Uncovering The Impact Of Mindfulness-Based Interventions On Digital Distractions In The Learning Environment

Undergraduates in Jordan and Saudi Arabia participated in a large-scale research designed to examine the benefits of mindfulness-based therapies on the impacts of digital distractions experienced within the setting of a classroom. The present study utilized a quantitative research methodology to gather data from a sample of 300 individuals, which was representative of the target population. Descriptive statistics, correlation analysis, and multiple regression analysis were only some of the methods used to dissect the data. An interesting inverse association between mindfulness and digital interruptions was uncovered by the research, with the results indicating that those who engaged in mindfulness activities more often showed less susceptibility to digital interruptions. After accounting for demographic factors such as age, gender, and academic discipline, a strong correlation was observed between mindfulness and individuals' patterns of mobile phone usage. The present study's results make a valuable contribution to the existing body of knowledge by highlighting the significance of mindfulness in addressing the negative consequences of technological distractions within educational environments. The findings of this study underscore the imperative of incorporating mindfulness-based interventions into current pedagogical methodologies and creating an environment conducive to sustained attention within the realm of education.