Mobile and wearable technology now offers new avenues for technology-supported meditation practice and learning. Through a qualitativedominant convergent parallel design, this study explored new empirical findings on the human perception of such technology-guided meditation training. A purposive sample of six participants trialled the device in several sessions during three weeks. Post-use, they commend the device for prompting self-guided learning. They highlight the importance of personalisation and adaptivity in educational technology, befitting Western pedagogical thought. Though these are guiding principles in current technology development, as they are believed to improve learning efficiency, they also prove crucial to user satisfaction and continued use of these technologies of the self.
Stockman, C. (2020). Can a technology teach meditation? Experiencing the EEG headband interaxon muse as a meditation guide. International Journal of Emerging Technologies in Learning, 15(8), 83–99. https://doi.org/10.3991/IJET.V15I08.12415