The study aimed to establish the effectiveness of an immersive mindfulness virtual reality intervention using mindfulness software for students experiencing academic procrastination.

It was hypothesised that post immersive virtual reality mindfulness intervention would result in higher academic self efficacy, lower academic procrastination, and perceived academic stress levels with higher academic engagement. It was further hypothesised that in physiological responses, the pulse rate would be lower post-intervention per session and an overall reduction in pulse rate post intervention.

Virtual reality is a powerful tool that creates a simulated virtual environment, offering immersive and non immersive options. The latter, which refers to the absence of a headset, is controlled by a computer screen using a keyboard and mouse. An immersive example is Meta Quest, a head mounted display that is more economically feasible and accessible. The use of virtual reality in pedagogy, while still in its early stages, is gaining popularity in various educational settings. The potential of virtual reality technology in mindfulness is an exciting prospect that warrants further exploration, offering a new and innovative approach to addressing academic procrastination and engagement. Research has identified the benefits of mindfulness for procrastination among students; however, minimal clinical trials are looking at how immersive virtual reality using mindfulness can support procrastination among students.

The study's design compared the differences in cognitive mindfulness, academic stress, academic procrastination, self efficacy and academic engagement measured with the delayed and active groups at weeks 0, 4, and 12. A waitlist randomised controlled study was used to ensure all participants received the intervention.

A content analysis was used to work with students as partners in the co creation of this intervention. To expand, students were asked about their views on immersive mindfulness, virtual reality, and procrastination, including suggestions on how they envisage the development of this intervention in supporting students. Student contributions included a whole person approach in co developing the intervention to target diverse students.

Virtual reality used Meta Quest 3 goggles with access to mindfulness software company. The intervention selected Focus mindfulness activities based on the impact of decision making, setting goals, being present, and working through barriers. Further, Calm was selected, focusing on flow, being in the here and now, and mindfully observing our senses and feelings with compassion. Post focus or calm, there was a series of mindfulness breathing exercises where participants could choose between the sea or land as a visual. A woman's voice provides guidance.

The mobile app uses artificial intelligence to provide personalised brief mindfulness exercises. Participants were encouraged to use this outside of virtual reality. The intervention has been mapped with mindfulness of breath, mindful stretching/body scan, mindful focus on difficulties and mindfulness of breath sounds and thoughts. Each session lasted approximately twenty five minutes per week for 4 weeks.

Inclusion Criteria:

• Must have normal or corrected to normal hearing and vision
• Must be 8 years or older
• Must possess a mobile phone, either Google Play or Apple app
• Must have used virtual reality before with no side effects
• Must have a pulse rate of 60 to 80 beats per minute
• Must NOT experience seizures
• Must NOT have coordination difficulties

Exclusion Criteria:

• Have coordination difficulties
• Report having claustrophobia
• Pulse rate higher than 80 at rest
• Have sensitivities to flashing lights
• Are prone to migraine
• Have seizures
• Are younger than 18 years old