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Evaluating an Instructional Resource Used for Teaching and Learning Meditation: a Pilot Study

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Abstract

Millions of Americans have learned some form of meditation, including mindfulness, mantra, and spiritual meditation. The majority of them learned on their own, comparatively few consulting a practitioner or attending a meditation class to receive instruction. Despite persistent consumer interest, there is limited research on meditation instruction. As interest in meditation continues to grow, the need for information on instructional best practices becomes increasingly important. For this reason, an instructional resource was developed that provided a simple heuristic for understanding and navigating meditation practice. A consumer-oriented pilot study was conducted to evaluate the resource in terms of perceived benefit, memorability, and satisfaction. The majority of participants reported it to be beneficial for understanding and practicing meditation and were able to recall the four elements of the resource correctly following a 3-week latency period and indicated general satisfaction with the resource. Meditation practice on days using versus not using the resource was also longer. Results suggest that a simple meditation resource can be of benefit in meditation instruction and practice.

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Acknowledgments

Thanks to Ajahn Amaro, Sarah Bowen, Ryushin Paul Haller, Sat Bir Khalsa, Barbara Stussman, Frederick Travis, and David Vago for their helpful thoughts on earlier drafts of this paper.

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  1. Institute for Holistic Health Studies, San Francisco State University, San Francisco, CA, USA

    Adam Burke

  2. Psychology Department, De Anza College, Cupertino, CA, USA

    Shannon Hassett

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Correspondence to Adam Burke.

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Burke, A., Hassett, S. Evaluating an Instructional Resource Used for Teaching and Learning Meditation: a Pilot Study. J Cogn Enhanc 4, 412–421 (2020). https://doi.org/10.1007/s41465-020-00168-2

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