Pilot Study for Examining the Physiological Effects of Sustained Attention in a Structured Online Mindfulness-Based Course

Abstract Mindfulness-based interventions (MBIs) and courses have emerged as widely recognized and accessible approaches for promoting mental health, improving cognitive functioning, and fostering overall well-being. This pilot study explored the effects of a 15-session, online, structured mindfulness-based course on sustained attention and well-being, utilizing both objective and subjective measures. The study aimed to determine whether participants’ objective sustained attention, assessed via a smooth pursuit eye movement (SPEM) task, improved after completing the online mindfulness-based course. Subjective attention was measured using the Attentional Control Scale (ACS) and a single item from the Adult ADHD Self-Report Scale (ASRS), while subjective well-being was assessed using the Survey on Flourishing (SURF). A randomized controlled design was employed, with participants assigned to either the experimental group (Mindfulness for Humans course) or a control group receiving psychoeducational resources. Results showed no significant improvement in objective sustained attention or self-reported attentional control from pre- to post-intervention between groups. Although the course did not yield significant differences in objective attention measures between groups, both experimental and control groups within themselves demonstrated self-reported improvements in attention over time. Notably, increased course engagement was associated with higher post-intervention well-being scores, highlighting the importance of participant engagement in online MBI’s and courses. These findings suggest that while a brief online mindfulness course may offer benefits in well-being and within-participant self-reported attention, maximizing engagement could be critical for enhancing its effectiveness.