Relating Instructional Design Components to the Effectiveness of Internet-Based Mindfulness Interventions: A Critical...

Area of Science:

• Digital Health
• Mindfulness Interventions
• Instructional Design

Background:

• Internet-based mindfulness interventions offer a scalable solution for widespread access.
• However, the specific instructional design elements influencing their effectiveness remain unclear.

Purpose of the Study:

• To identify key instructional design components in internet-based mindfulness interventions.
• To develop a framework classifying these components based on intervention effectiveness.

Main Methods:

• A critical interpretive synthesis approach was employed.
• Phase 1 involved a strategic literature review to form hypotheses.
• Phase 2 systematically extended the review to refine these hypotheses.

Main Results:

• Of 32 interventions, 18 were more effective, 11 less effective, and 3 ineffective.
• Effective interventions consistently featured more supportive information, part-task practice, and just-in-time reminders.
• Just-in-time information, such as reminders, was a key differentiator between effective and ineffective interventions.

Conclusions:

• Effective internet-based mindfulness interventions require four core instructional design components: formal learning tasks, supportive information, part-task practice, and just-in-time information.
• The degree of support from these components directly correlates with increased intervention effectiveness.