Xie, Lixian (Sherry)

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  • Publication
    Digital Positive Interventions: Using Mindful Tea-Drinking Practice to Promote the Chinese Workplace Flourishing
    (2023-08) Xie, Lixian (Sherry)
    Digital positive interventions (DPIs) are self-paced, interactive, customized interventions combining positive psychology interventions (PPIs) with positive technology. Many studies have proven the effectiveness of DPIs in improving well-being in the workplace. This paper proposes a novel digital positive intervention, the Mindful Tea-Drinking Practice (MTDP), based on a Chinese mindfulness App. It integrates Chinese tea culture and positive psychology theories and aims to enhance employees’ flourishing in the Chinese workplace. The MTDP comprises two components: the mindfulness App and the mindful tea. It utilizes the Elements Model to develop a 4-week, 10-minute daily mindful tea-drinking practice. This program is attuned to Chinese cultural contexts and person-activity fit in the Chinese workplace and reduces hedonic adaptation by using a variety of activities. It enhances participants' engagement, motivation, and adherence by using positive interactions, habituation, and personalization. It is highly scalable, easily accessible, user-friendly, and cost-effective. These features make it potentially appealing to a broad population and thus able to improve human flourishing significantly. Future studies and applications should address enhancing the effect sizes and adherence to DPIs and incorporating cutting-edge AI technologies to help more individuals live flourishing lives.
  • Publication
    From xMOOCs to cMOOCs: Using Positive Psychology to Build Supportive, Engaging, and Effective Online Learning Experiences
    (2023-05-07) Boyanton, Dengting; Chung, Jamie; Tee, Eugene (Yu Jin); Xie, Lixian (Sherry)
    This service learning project reports on an intervention designed and conducted by the Pink Team of the Master of Applied Positive Psychology (MAPP) program at the University of Pennsylvania. This intervention was conducted at the Positive Psychology Research Center (PPRC) at Tsinghua University in Mainland, China. The project aimed to improve the learning quality of Global Massive Open Online Course (GMOOC) program by transforming it from a teacher-centered, one-way xMOOC model to a more interactive and relational cMOOC model through enhancing connections and relationships among the participants. This project comprises three phases. In part one, we performed a thorough situation analysis, profiling our partner (Tsinghua University PPRC) and the industry sector they are operating. We detailed the PPRC’s positive psychology GMOOC, analyzed its strengths and weaknesses, and identified areas for improvement, which was to enhance relationships and connections. In part two Literature Review, we reviewed theoretical frameworks relevant to relationships. We identified three key concepts to guide our design: i) high-quality connections (HQCs), ii) mattering, and iii) mutual value theory. In part three, we generated an application plan which outlines six evidence-informed activities with the purpose of enhancing online relationships and community-building. Finally, a detailed step-by-step handbook on how to implement these activities is also provided at the end.