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Evidence-Based Complementary and Alternative Medicine
Volume 2015 (2015), Article ID 254358, 7 pages
http://dx.doi.org/10.1155/2015/254358
Research Article

Effects of a Mindfulness Meditation Course on Learning and Cognitive Performance among University Students in Taiwan

1Department of Natural Biotechnology, Nanhua University, Dalin, Chiayi 62249, Taiwan
2Department of Medical Research, Dalin Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, Dalin, Chiayi 62247, Taiwan
3Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada M5T 3M7
4Department of Psychiatry, Dalin Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, Dalin, Chiayi 62247, Taiwan
5Research and Extension Center of Natural Healing Sciences, Nanhua University, Dalin, Chiayi 62249, Taiwan

Received 19 September 2015; Revised 13 October 2015; Accepted 27 October 2015

Academic Editor: Brett Froeliger

Copyright © 2015 Ho-Hoi Ching et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Mindfulness training has recently gained much research interest because of its putative benefits for both mental and physical health. However, little is available in its effects on Asian students. Therefore, a quasi-experimental pre/posttest design was used to assess the effects of a one-semester mindfulness meditation course in 152 first-year Taiwanese university students and compared with 130 controls. The Chinese version of the College Learning Effectiveness Inventory (CLEI) and a computer software program focused on specific cognitive tasks were used for the evaluation. Results from the analysis of covariance revealed that while the score of the full CLEI scale was significantly higher in the intervention group compared with the control (), none of the comparisons between the nine CLEI subscales were significantly different between the two groups. For the computer cognitive tasks, the intervention group exhibited significantly better performance in the accuracy of the digital vigilance task (), choice reaction time (), spatial working memory (), and digital vigilance task reaction time (). This study showed that a one-semester mindfulness meditation course was able to improve learning effectiveness and both attention and memory aspects of cognitive performance among Taiwanese university students.