Training Attention: How Adolescents Perceive Their Experiences with VR Meditation
Bibliographic record
Abstract
This qualitative study explores the impact of virtual reality (VR) meditation on adolescents’ cultivation of mindfulness and focused attention. Participants comprised 11 adolescents aged 12 to 17 from Humboldt, Saskatchewan, who engaged in five VR meditation sessions using the Maloka application. Through non-probability sampling, data was collected through survey questions, open-ended interviews, and observations, allowing participants to share their perceptions and experiences of VR meditation. Previous studies suggest that VR meditation has unique affordances for fostering mental health awareness among adolescents. Despite these advantages, there remains a significant gap in research dedicated to understanding the impacts of VR meditation on mindfulness and the ability to focus attention. Recognizing the need for targeted mental health education for adolescents living in the Humboldt community, this study explored the potential role of VR as an effective and engaging tool in such initiatives. Through qualitative narrative analysis, results showed common codes of attention, distractibility, engagement and relaxation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".