Abstract
Attention-to-task is one of the most important Human cognitive abilities, allowing an individual to selectively focus on a specific issue (among many possible sources) and effectively carry out a task. Without this ability to focus, the individual would constantly switch between stimuli, hardly concluding any task. While attention can be influenced by many internal and external factors, the purpose of this paper is not to analyse them but rather to propose an approach to monitor the attentional behaviour of computer users. The proposed approach may improve the individual's self-awareness as well as the team manager's knowledge about the state of the workforce. It may thus improve the definition of better attention-management strategies, with expected improvements in variables such as on-task behaviour, productivity or work quality.

Abstract
Attention is a very important cognitive and behavioral process, by means of which an individual is able to focus on a single aspect of information, while ignoring others. In a time in which we are drawn in notifications, beeps, vibrations and blinking messages, the ability to focus becomes increasingly important. This is true in many different domains, from the workplace to the classroom. In this paper we present a non-intrusive distributed system for monitoring attention in teams of people. It is especially suited for teams working at the computer. The presented system is able to provide real-time information about each individual as well as information about the team. It can be very useful for team managers to identify potentially distracting events or individuals, as well as to detect the onset of mental fatigue or boredom, which significantly influence attention. in the overall, this tool may prove very useful for team managers to implement better human resources management strategies.

Abstract
For the majority of students, assessment moments are associated with significant levels of stress and anxiety. While a certain amount of stress motivates the individual and improves performance, too much stress will have the contrary effect. Stress has therefore a fundamental role on student performance. It should be the educational organizations' mission to understand the underlying mechanisms that lead to performance anxiety and provide their students with the best coping tools and strategies. In the present study we analyze student behavior during e-assessment in terms of mouse dynamics. Two major behavioral patterns can be identified, based on ten features that quantify the performance of the student's interaction with the computer: (1) students who are able to sustain performance during the exam and (2) students whose performance varies significantly. Data shows that the behavior of each student during the exam correlates strongly with the time it takes the student to complete it. Several classifiers were trained that predict the completion time of each exam based on the students' interaction patterns. Two of them do it with an average error of around twelve minutes. Results show that there are still mechanisms that can be explored to better understand the complex relationship between stress, performance and human behavior, that can be used for the implementation of better stress detection, monitoring and coping strategies.

Abstract

Abstract

Abstract
The collection, storage, management, and anticipation of contextual information about the user to support decision-making constitute some of the key operations in most Ambient Intelligent (AmI) systems. When the instructor has a computer-based class it is often difficult to confirm if the students are working in the proposed activities. In order to mitigate problems that might occur in an environment with learning technologies we suggest an AmI system aimed at capturing, measuring, and supervising the students’ level of attentiveness in real scenarios and dynamically provide recommendations to the instructor. With this system it is possible to assess both individual and group attention, in real-time, providing a measure of the level of engagement of each student in the proposed activities and allowing the instructor to better steer teaching methodologies.