Onley, A., Risko, E., D’mello, S., & Graesser, A. (2015). Attention in Educational Contexts: The Role of the Learning Task in Guiding Attention. In J. Fawcett, E. Risko, & A. Kingstone (Eds.), The Handbook of Attention (pp. 623-641). London: MIT Press.

has been cited by the following article:

• TITLE: 15 Minutes of Attention in Class: Variability of Heart Rate, Personality, Emotion and Chronotype

  AUTHORS: Ubaldo Enrique Rodríguez de Avila, Fabíola Rodrigues de França Campos

  KEYWORDS: Attention, Heart Rate Variability, Personality, Emotion, Chronotype, Students

  JOURNAL NAME: Creative Education, Vol.10 No.11, November 18, 2019

  ABSTRACT: Until today, almost all studies on Sustained Attention (SA) in the classroom were based on the time management by the teacher and its effect on student attention, but almost none report objective and conclusive data on physiological factors that intervene and modulate the student’s AS during class; which led the pedagogical sciences to consider that AS depends almost exclusively on the teacher’s methodology. In this study, an AS Detection System in the classroom was designed and validated based on Heart Rate Variability (HRV) and through a non-parametric analysis of time, frequency and entropy measures, in A sample of 30 subjects, it was shown that the physiological response that promotes AS in students is activated between the first 15 to 20 minutes of a conventional class. In addition, it was verified that the Positive Affection, the Tension and the Chronotype modulate the AS in the first minutes, in the middle and at the end of the classes, and that there is a significant difference in the 40th minute for the morning and evening groups.