Table 5.

Aspects of usability and value as extracted from the free-text answers at T2/T3 (experiment and control group)

Technical advantages and motivation to use	Related to technology: Easy access, independence and flexibility of use (place, time, technical platform, independent use) Ease of use Related to contents: Speaker’s voice as guide—agreeable and easy to follow Effects as motivator: Noticing positive effects of training (e.g., relaxation, calmness, better sleep, conscious awareness, self-insight, reflection on feelings/thoughts/behavior, being here and now, tool to cope with worry/stress/difficult situations, non-judgment towards self and others, more peaceful relationships, feeling whole, breaking automatic behavior)
Disadvantages and barriers to use	Related to technology: Technical difficulties (e.g., log-in procedure, insecurity regarding registration of training time online), defect computer Navigation difficulties (crowded website, too many clicks) Unstable/unavailable Internet connection (e.g., when traveling/commuting) Related to contents: Lack of variation (exercises, instructions, speaker’s voice) Too much talking (wish for more silent periods) Certain contents provoking/difficult to relate to/too abstract/not experienced as relevant for one’s situation Training induces a tendency to feel like a victim by accepting the situation as it is (as suggested in mindfulness training) Related to own situation: Lack of time and/or quiet space to do the training Life events (e.g., own and/or family health issues, fatalities) Difficulties with discipline, time, and concentration
Other feedback and suggestions	Related to technology: Internet-independent application Possibility to browse through the exercises and to create own playlists Easier navigation (on website/smartphones) Clearer instructions (e.g., regarding registration of training time, written instructions) More varied exercises, although the repetitive format easy to grasp Fewer steps or longer test period (to counteract the perception of training as another stressful demand) Reminders (e.g., push notices in the mobile phone) Related to contents: Partly “foreign” or abstract language (e.g., compassion training, certain figures of speech) Clearer focus on carers’ situation with more tangible advice
Negative effects of training	Experiencing the training as another stressful demand, not training induces guilt feelings One negative experience from too intense training when trying to catch up/solved it by talking to friends Stressful experience to focus on the body Stirs up feelings Insight into own behavior both positive (aha experience) and negative (realization of “bad” choices and priorities) Early awakening Gets cold during meditation when sitting/lying still Commercial feel (too much advertisement but otherwise good)
Confounding factors	Other sources of support: Own support from health professional (e.g., psychologist, therapist, physician) Caregiver support Emotional/practical support from friends/family/colleagues Work-related support (e.g., partial return to work) Other sources of support (e.g., books, yoga, holiday, etc.) Professional support for the patient (e.g., medication, assisted living) Negative life events: Ill health, conflicts or fatalities in family (very common) Deterioration in patient’s health (mental, physical) Own health deterioration (physical, mental) Work-related problems Economic deterioration due to own or patient’s illness Other (moving, not being heard in health care system)