A Gamified Mindfulness Platform for self-regulating academic stress: opportunities in higher education.

Abstract

The study evaluated the reliability and validity of the SISCO Academic Stress Inventory (α = 0.9111) and a mindfulness perception questionnaire (α = 0.8794) in a sample of 135 university students, identifying academic workload as the primary stressor (M = 4.75, SD = 1.05). Students expressed a moderate-to-high level of agreement regarding the benefits of mindfulness for academic attention (M = 3.99, SD = 1.09) and stress management (M = 3.89, SD = 0.93). Consequently, a web platform was developed that integrates daily emotional journaling and gamification elements to foster student engagement. The findings highlight robust student resilience and a favorable disposition toward brief mindfulness interventions in the classroom.