Designing scalable micro‑interventions for student wellbeing in higher education: a comparative study of digital and paper colouring.

BACKGROUND

Mindful colouring is a low-effort intervention that improves student wellbeing and mindfulness. However, the effectiveness of different colouring formats remains unclear.

AIMS: This study evaluated a self-guided mindful colouring intervention for university student wellbeing, comparing outcomes between paper and digital formats.

METHODS

In this quasi-experimental study (non-random time-based allocation), 297 participants between 18-26 years of age completed ≥6 colouring sessions over two weeks in their allocated format (paper: n = 134; digital: n = 163). Participants self-reported perceived stress (PSS), anxiety (STAI-S/T), depression (HADS-D), quality-of-life (MQLI), and dispositional mindfulness (MAAS). Effects over time and group were investigated with linear mixed‑effects models.

RESULTS

Across both groups, mindful colouring was associated with significant improvements in stress (η2p = .26), mindfulness (η2p = .10), quality-of-life (η2p = .12), and self-reported symptoms of depression (η2p = .17), trait anxiety (η2p = .16), and state anxiety (η2p = .03). Results highlight that poorer baseline wellbeing led to larger improvements. There were no significant time x group interactions.

CONCLUSIONS

Mindful colouring is a feasible, low-cost, scalable intervention that is associated with improved student wellbeing over two weeks. Digital colouring may therefore be suitable to enhance accessibility and portability of intervention materials in resource-limited settings.