Does Mindfulness Mediated by Virtual Reality Help People with Functional Diversity?

Paula Puente-Torre (), Vanesa Delgado-Benito, Sonia Rodríguez-Cano and María Lozano-Álvarez
Additional contact information
Paula Puente-Torre: Faculty of Education, Department of Education, University of Burgos, Castilla y Leon, 09001 Burgos, Spain
Vanesa Delgado-Benito: Faculty of Education, Department of Education, University of Burgos, Castilla y Leon, 09001 Burgos, Spain
Sonia Rodríguez-Cano: Faculty of Education, Department of Education, University of Burgos, Castilla y Leon, 09001 Burgos, Spain
María Lozano-Álvarez: Faculty of Social and Legal Sciences, Catholic University of Ávila, 05005 Ávila, Spain

Societies, 2025, vol. 15, issue 2, 1-19

Abstract: The integration of virtual reality with mindfulness practice is an effective tool for reducing anxiety levels because it promotes a comprehensive improvement of the educational process and the emotional well-being of students. The aim of this study is to analyse the impact of a mindfulness programme carried out using Virtual Reality with people with functional diversity who are studying Adapted Vocational Training in a secondary school. The intervention was carried out for three months, with the aim of improving their attentional and self-regulation skills. This innovative approach allowed students to experience immersive environments that facilitate mindfulness practice, significantly improving their concentration and reducing anxiety levels. Students who participated in this case study and used this technology experienced an increase in their ability to concentrate on tasks, as well as a marked improvement in their emotional well-being. Descriptive analyses and guided interviews were conducted with both students and teachers involved in the teaching–learning process. The results showed the potential of Virtual Reality-mediated mindfulness programmes as an inclusive and powerful strategy to support learning and personal development in adapted vocational training environments. The study highlights its innovation in personalising learning, reducing anxiety, and improving attentional skills through Virtual Reality. It contributes by providing empirical evidence that supports the development of educational programmes and promotes mental health in the educational context.

Keywords: mindfulness; virtual reality; emerging technologies; well-being; functional diversity (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2025
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2075-4698/15/2/45/pdf (application/pdf)
https://www.mdpi.com/2075-4698/15/2/45/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsoctx:v:15:y:2025:i:2:p:45-:d:1594389

Access Statistics for this article

Societies is currently edited by Ms. Farrah Sun

More articles in Societies from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().