THE EFFICACY OF UTILIZING AI TOOLS IN GUIDING MINDFULNESS AND STRESS-REDUCTION PRACTICES IN EDUCATIONAL SETTINGS

Abstract

This research examined the efficacy of utilizing AI Tools in guiding mindfulness and stress-reduction practices in educational settings. A quasi-experimental mixed-methods design, combining both quantitative and qualitative approaches, was utilized. It specifically aimed to to measure the effectiveness of AI-guided mindfulness and stress-reduction practices among students in educational settings, while also exploring participants’ subjective experiences. The participants included 40 students (aged 18–25) enrolled at University of Jordan, Irbid National University, Yarmouk University, and Jadara University. They were selected using purposive sampling to ensure a diverse group in terms of gender, academic discipline, and previous experience with mindfulness practices. Moreover, they were randomly assigned into two groups. The experimental group (n=40) included students who used AI-guided mindfulness and stress-reduction tools (e.g., ChatGPT, Calmly AI, Headspace AI), while the control group (n=40): Students who received traditional mindfulness instructions (guided by human facilitators or self-help written materials). The instruments included Perceived Stress Scale (PSS-10), and Mindful Attention Awareness Scale (MAAS). The findings unveiled that the use of AI-guided mindfulness tools reduce perceived stress levels among students at the University of Jordan, Irbid National University, Yarmouk University, and Jadara University, as measured by the Perceived Stress Scale (PSS-10). The integration of AI tools in mindfulness practices lead to significant improvements in students’ mindful awareness. Moreover, there were statistically significant differences in stress and mindfulness outcomes between students who engage with AI-guided mindfulness interventions and those who participate in traditional (non-AI) mindfulness practices or no intervention at all.