ProcrastinationNCT06664346
Cognitive Mindfulness Intervention Using Virtual Reality to Address Academic Procrastination and Academic Engagement
A study testing Immersive virtual reality mindfulness in people with Procrastination, run by London Metropolitan University at 1 site in United Kingdom.
Trial summary
The study aimed to establish the effectiveness of an immersive mindfulness virtual reality intervention using mindfulness software for students experiencing academic procrastination. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Procrastination
- What is being tested?
- Immersive virtual reality mindfulness
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 30 participants
- Where
- 1 siteUnited Kingdom
- Study dates
- 1 Oct 2024to 1 May 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- 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
Who cannot join
- 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
Trial locations and contacts
1 site in 1 country.
United Kingdom1 site
School of Social Sciences and Professions
London, N7 8DB
About this study
Official title: Exploring the Potential of a Cognitive Mindfulness Intervention Using Virtual Reality to Address Academic Procrastination and Academic Engagement in a London University: A Brief Waitlist Pilot Randomised Controlled Study
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.
Read the detailed description
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.
- Conditions
- Procrastination
- Being tested
- Immersive virtual reality mindfulness
- Keywords
- Academic procrastination, Academic engagement, Immersive cognitive mindfulness, Perceived academic stress
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Immersive virtual reality mindfulnessBehavioural
Immersive virtual reality mindfulness
| Study group | Role | What they receive |
|---|---|---|
| Active group | Active comparator | Immersive virtual reality mindfulness intervention software including focus and calm along with mindfulness breathing exercises Receives: Behavioral: Immersive virtual reality mindfulness |
| Delayed group | Active comparator | Immersive virtual reality mindfulness intervention software including focus and calm along with mindfulness breathing exercises Receives: Behavioral: Immersive virtual reality mindfulness |
What is being measured
The primary outcome is the main question the study is designed to answer.
Changes in cognitive mindfulness taken at weeks 0, 4 and 12
This is a 10 item questionnaire with 5 response categories (1=never or rarely true through 5=very often always true). Cronbach alpha ranges between 0.69 and 0.76. Subscale scoring is divided into 5 areas, including observing, describing, acting with awareness, non-judging, and non-reactivity. Higher scores reflect higher levels of mindfulness endorsement.
Measured: 0, 4 and 12 weeks
Changes in perceived academic stress taken at weeks 0, 4 and 12
This is a 10 item questionnaire with 5 response categories (1=Strongly disagree to 5=Strongly agree and in reverse 1= strongly agree to 5=strongly disagree). Cronbach alpha is .70. Primary subscales include academic expectations and self-perceptions. The higher the score, the higher the level of perceived academic stress experienced by students.
Measured: 0, 4 and 12 weeks
Changes in self efficacy taken at weeks 0, 4 and 12.
This is a 15 item questionnaire with 5 response categories (1 = strongly disagree to 5 = strongly agree). Cronbach alpha is 0.85. The higher the score, the higher the level of self efficacy students experience.
Measured: Weeks 0, 4 and 12
Changes in academic engagement taken at weeks 0, 4 and 12
This is a 10 item questionnaire with 5 response categories (1 = strongly disagree to 5 = strongly agree). Cronbach alpha is 0.84. The higher the score the higher the level of academic engagement
Measured: Weeks 0, 4 and 12
Changes in academic procrastination taken at weeks 0, 4 and 12
This is a 10 item questionnaire with 5 response categories (1= disagree to 5= agree). It assesses procrastination in academic activities and settings. Cronbach alpha ranges between 0.84 and 0.92. The higher the score, the higher the level of perceived procrastination experienced by students.
Measured: Weeks 0, 4 and 12
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted29 Oct 2024
- Study start1 Oct 2024
- Primary completion1 May 2026
- Study completion1 May 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (7)Papers the sponsor has linked to this study.
- Other trials for ProcrastinationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Participants were randomised to an active or delayed group
- Masking
- None (open label)
- Enrolment
- 30 participants (actual)
Sponsor and investigators
- Lead sponsor
- London Metropolitan University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Samantha Banbury, London Metropolitan University
- Investigators
- Samantha Banbury, Principal investigator, London Metropolitan University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06664346
- Sponsor's protocol ID
- London University
- Status last verified
- Aug 2026
- First submitted
- 27 Oct 2024
- Last updated
- 7 Aug 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Boeldt D, McMahon E, McFaul M, Greenleaf W. Using Virtual Reality Exposure Therapy to Enhance Treatment of Anxiety Disorders: Identifying Areas of Clinical Adoption and Potential Obstacles. Front Psychiatry. 2019 Oct 25;10:773. doi: 10.3389/fpsyt.2019.00773. eCollection 2019.
PubMed 31708821Dundas I, Thorsheim T, Hjeltnes A, Binder PE. Mindfulness Based Stress Reduction for Academic Evaluation Anxiety: A Naturalistic Longitudinal Study. J College Stud Psychother. 2016 Apr 2;30(2):114-131. doi: 10.1080/87568225.2016.1140988. Epub 2016 Apr 13.
PubMed 27227169Biggers A, Spears CA, Sanders K, Ong J, Sharp LK, Gerber BS. Promoting Mindfulness in African American Communities. Mindfulness (N Y). 2020 Oct;11(10):2274-2282. doi: 10.1007/s12671-020-01480-w. Epub 2020 Aug 21.
PubMed 33584869Yue P, Zhang J, Jing Y. Mindfulness and academic procrastination among Chinese adolescents: a moderated mediation model. Front Psychol. 2024 Sep 2;15:1409472. doi: 10.3389/fpsyg.2024.1409472. eCollection 2024.
PubMed 39286568Koppenborg KA, Garnefski N, Kraaij V, Ly V. Academic stress, mindfulness-related skills and mental health in international university students. J Am Coll Health. 2024 Apr;72(3):787-795. doi: 10.1080/07448481.2022.2057193. Epub 2022 Apr 15.
PubMed 35427213Farra SL, Miller ET, Hodgson E. Virtual reality disaster training: translation to practice. Nurse Educ Pract. 2015 Jan;15(1):53-7. doi: 10.1016/j.nepr.2013.08.017. Epub 2013 Sep 12.
PubMed 24063793Ma J, Zhao D, Xu N, Yang J. The effectiveness of immersive virtual reality (VR) based mindfulness training on improvement mental-health in adults: A narrative systematic review. Explore (NY). 2023 May-Jun;19(3):310-318. doi: 10.1016/j.explore.2022.08.001. Epub 2022 Aug 5.
PubMed 36002363
Study at a glance
From the registry record, last updated by the sponsor on 7 Aug 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Exploring the Potential of a Cognitive Mindfulness Intervention Using Virtual Reality to Address Academic Procrastination and Academic Engagement in a London University: A Brief Waitlist Pilot Randomised Controlled Study
- ClinicalTrials.gov ID
- NCT06664346
- Acronym / sponsor ID
- London University
- Conditions
- Procrastination
- Keywords
- Academic procrastination, Academic engagement, Immersive cognitive mindfulness, Perceived academic stress
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 30 participants (actual)
- Lead sponsor
- London Metropolitan UniversityUniversity, hospital or other
- Study start
- 1 Oct 2024 (actual)
- Primary completion
- 1 May 2026 (actual)
- Study completion
- 1 May 2026 (actual)
- First posted
- 29 Oct 2024 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed description
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.
Study design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Participants were randomised to an active or delayed group
| Arm | Type | Receives |
|---|---|---|
| Active group | Active comparator | Behavioral: Immersive virtual reality mindfulnessImmersive virtual reality mindfulness intervention software including focus and calm along with mindfulness breathing exercises |
| Delayed group | Active comparator | Behavioral: Immersive virtual reality mindfulnessImmersive virtual reality mindfulness intervention software including focus and calm along with mindfulness breathing exercises |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (7 listed)
- 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
Key exclusion criteria (7 listed)
- Have coordination difficulties
- Report having claustrophobia
- Pulse rate higher than 80 at rest
- Have sensitivities to flashing lights
- Are prone to migraine
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Immersive virtual reality mindfulnessImmersive virtual reality mindfulness | Behavioural | Active group, Delayed group |
Primary outcome
Changes in cognitive mindfulness taken at weeks 0, 4 and 12
Time frame: 0, 4 and 12 weeks
This is a 10 item questionnaire with 5 response categories (1=never or rarely true through 5=very often always true). Cronbach alpha ranges between 0.69 and 0.76. Subscale scoring is divided into 5 areas, including observing, describing, acting with awareness, non-judging, and non-reactivity. Higher scores reflect higher levels of mindfulness endorsement.
Changes in perceived academic stress taken at weeks 0, 4 and 12
Time frame: 0, 4 and 12 weeks
This is a 10 item questionnaire with 5 response categories (1=Strongly disagree to 5=Strongly agree and in reverse 1= strongly agree to 5=strongly disagree). Cronbach alpha is .70. Primary subscales include academic expectations and self-perceptions. The higher the score, the higher the level of perceived academic stress experienced by students.
Changes in self efficacy taken at weeks 0, 4 and 12.
Time frame: Weeks 0, 4 and 12
This is a 15 item questionnaire with 5 response categories (1 = strongly disagree to 5 = strongly agree). Cronbach alpha is 0.85. The higher the score, the higher the level of self efficacy students experience.
Changes in academic engagement taken at weeks 0, 4 and 12
Time frame: Weeks 0, 4 and 12
This is a 10 item questionnaire with 5 response categories (1 = strongly disagree to 5 = strongly agree). Cronbach alpha is 0.84. The higher the score the higher the level of academic engagement
Changes in academic procrastination taken at weeks 0, 4 and 12
Time frame: Weeks 0, 4 and 12
This is a 10 item questionnaire with 5 response categories (1= disagree to 5= agree). It assesses procrastination in academic activities and settings. Cronbach alpha ranges between 0.84 and 0.92. The higher the score, the higher the level of perceived procrastination experienced by students.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 7 Aug 2026.
- Results publication: PubMed 31708821Boeldt D, McMahon E, McFaul M, Greenleaf W. Using Virtual Reality Exposure Therapy to Enhance Treatment of Anxiety Disorders: Identifying Areas of Clinical Adoption and Potential Obstacles. Front Psychiatry. 2019 Oct 25;10:773. doi: 10.3389/fpsyt.2019.00773. eCollection 2019.
- Results publication: PubMed 27227169Dundas I, Thorsheim T, Hjeltnes A, Binder PE. Mindfulness Based Stress Reduction for Academic Evaluation Anxiety: A Naturalistic Longitudinal Study. J College Stud Psychother. 2016 Apr 2;30(2):114-131. doi: 10.1080/87568225.2016.1140988. Epub 2016 Apr 13.
- Results publication: PubMed 33584869Biggers A, Spears CA, Sanders K, Ong J, Sharp LK, Gerber BS. Promoting Mindfulness in African American Communities. Mindfulness (N Y). 2020 Oct;11(10):2274-2282. doi: 10.1007/s12671-020-01480-w. Epub 2020 Aug 21.
- Results publication: PubMed 39286568Yue P, Zhang J, Jing Y. Mindfulness and academic procrastination among Chinese adolescents: a moderated mediation model. Front Psychol. 2024 Sep 2;15:1409472. doi: 10.3389/fpsyg.2024.1409472. eCollection 2024.
- Results publication: PubMed 35427213Koppenborg KA, Garnefski N, Kraaij V, Ly V. Academic stress, mindfulness-related skills and mental health in international university students. J Am Coll Health. 2024 Apr;72(3):787-795. doi: 10.1080/07448481.2022.2057193. Epub 2022 Apr 15.
- Results publication: PubMed 24063793Farra SL, Miller ET, Hodgson E. Virtual reality disaster training: translation to practice. Nurse Educ Pract. 2015 Jan;15(1):53-7. doi: 10.1016/j.nepr.2013.08.017. Epub 2013 Sep 12.
- Results publication: PubMed 36002363Ma J, Zhao D, Xu N, Yang J. The effectiveness of immersive virtual reality (VR) based mindfulness training on improvement mental-health in adults: A narrative systematic review. Explore (NY). 2023 May-Jun;19(3):310-318. doi: 10.1016/j.explore.2022.08.001. Epub 2022 Aug 5.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Samantha Banbury principal investigator
London Metropolitan University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Immersive virtual reality mindfulness in people with Procrastination, run by London Metropolitan University at 1 site in United Kingdom.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 7 inclusion and 7 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 7 Aug 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United Kingdom. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Changes in cognitive mindfulness taken at weeks 0, 4 and 12 (time frame: 0, 4 and 12 weeks). The study lists 5 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06664346, which also lists 7 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 7 Aug 2026.