<p>The integration of mindfulness practice within online training programs has gained traction due to its potential to enhance learning effectiveness. This study investigates the impact of a 9-min online mindfulness exercise on mitigating distractions during online learning and their influence on training effectiveness. Two empirical studies (<i>n</i> study 1 = 93, <i>n</i> study 2 = 116) were conducted within the context of a large real estate company’s online training program. Two experiments randomly assigned employees to one of the two conditions: experimental condition (9-min mindfulness intervention) or active control condition (mindfulness explanation). Study 1 suggested that participants engaging in a mindfulness intervention achieved higher training effectiveness (measured by a 10-item quiz) compared to a control group. Building on these results, Study 2 explored the mediating roles of attention (tested by the Attention Network Test) and motivation to learn (assessed by a standardized scale). Mediation analysis supported the mediating role of the alerting dimension of attention and fully supported the mediating role of motivation to learn. A chain mediating effect was also supported, where alerting attention significantly predicted motivation to learn, which in turn affected training effectiveness. The findings indicate that incorporating brief mindfulness exercises into online training can foster a more attentive and motivated workforce, thereby potentially improving the effectiveness of digital learning environments. Theoretical and practical implications are discussed, along with directions for future research.</p>