Immersive mindfulness: adolescents’ meditation experiences in Maloka VR
Faculty Advisor
Date
2025
Keywords
immersive learning, learning strategies, inclusive design, training attention, generative AI, mindfulness, virtual reality meditation
Abstract (summary)
Virtual Reality (VR) meditation offers promising solutions to address declining attention spans and enhance cognitive functioning in adolescents. This study evaluates the effectiveness of immersive VR interventions in improving adolescents’ ability to focus their attention. Using the Maloka VR application, participants demonstrated increased focus, engagement, and relaxation after brief meditation sessions. The immersive meditation experience facilitated mindfulness and body awareness, which are essential components for enhancing focus, particularly for individuals with attention-deficit hyperactivity disorder (ADHD). Importantly, findings from this study will inform the development of scalable, school-based VR meditation programs designed to support student well-being, attention training, and self-regulation. By integrating VR meditation into existing wellness initiatives—such as Zen rooms and mental health programming—schools can offer innovative tools to help students manage stress, improve focus, and prepare for cognitively demanding tasks. Future research should explore long-term effects, optimal implementation strategies, and inclusive design principles to ensure equitable access to VR meditation interventions across diverse educational settings.
Publication Information
Gaetz, C., MacDowell, P., & Fardadvand, S. (2025). Immersive mindfulness: Adolescents’ meditation experiences in Maloka VR. Immersive Learning Research - Practitioner, 1(1), 53-56. https://doi.org/10.56198/k1ea4v29
Notes
Presented on June 16, 2025, at the 11th International Conference of the Immersive Learning Research Network Practitioner Proceedings iLRN2025 held virtually.
Item Type
Presentation
Language
Rights
Attribution-ShareAlike (CC BY-SA)
