When students have the ability to regulate their emotions, they encounter more positive peer-to-peer interactions, improved decision-making skills, and they are more likely to be engaged in their learning. Unfortunately, teachers are entering the classroom ill-prepared and unequipped to help their students self-regulate. In response to this, an instructional website was developed and evaluated to provide K-2 teachers with knowledge and tools to be comfortable with incorporating meditative breathing / yoga in the classroom to improve student mindfulness. The introduction section of the instruction included an overview of self-regulation, emotional intelligence, and yoga. The three modules covered information about meditative breathing, chair yoga, and standing yoga. The instruction was designed based on the ADDIE framework, with the incorporation of the ARCS model, Gagne’s Nine Events, Merrill’s Principles of Instruction and Mayer’s Multimedia Design Principles.
The website, Inhale, Exhale: Mindfulness in the Elementary Classroom, was evaluated for its usability, as well as how effective it was for learning. The usability was tested by three participants and the learning effectiveness was measured through the participation of 17 current or former teachers. The usability testing focused on the visual design, navigation, and overall content within the website, while the learning effectiveness participants were asked to go through the instruction by watching videos, engaging in learning activities then completing pre and post tests. Participant feedback was primarily positive, and informed design changes. The designer concluded that the instruction was effective in that all participants showed growth between the pre and post assessment. More importantly, the participants’ knowledge, confidence and motivation to try meditative breathing and yoga in their classroom also increased. Relevant conclusions and recommendations will be discussed during the presentation.
Hailey Hemmerling