Vol.11 (2021) No. 1 ISSN: 2088-5334 Evaluation of Attention and Concentration Using Mobile Computing Laura-Ivoone Garay-Jiménez a,* , Elena Fabiola Ruiz Ledesma b , Enrique Carmona-García a , Asucena Lozano Gutiérrez c , Feggy Ostrosky Shejet c a Instituto Politécnico Nacional, Unidad Profesdional Interdisciplinaria en Ingeniería y Tecnologías Avanzadas, CDMX, México b Instituto Politécnico Nacional, Escuela Superior de Cómputo, Av. Juan de Dios Bátiz s/n, CDMX, 07320, México c Universidad Nacional Autónoma de México, Facultad de Psicología, CDMX, México * Corresponding author: lgaray@ipn.mx Abstract— The educational trend toward personalized learning requires the teacher to monitor the learning process continuously. This article presents mobile computing to administer a battery of cognitive tests based on a standard neuropsychological assessment of attention and concentration derived from Neuropsi ©. Currently, specialists perform this test by observing, measuring time, and taking notes of the process to obtain the final scores. Considering the use of this test as an assessment of students' cognitive abilities in a class, the time required for application and evaluation is a challenge itself. As for overcoming this difficulty, the process has been automated through the development of software. The goal is to provide the test to several users simultaneously on their own mobile devices. Then, it is evaluated both attention and concentration on the subject during the solution of the exercises. Variants of the exercises were provided to extent the Neuropsi options. All the collected information is stored on a server. Moreover, the system provides individual and group profiles to the evaluator, such as a teacher or instructor. Likewise, the provided compendium allows the specialist to identify changes in attention and concentration performance and supports their additional recommendations, as well as to go in deep in the research of the cognitive process providing an initial condition evaluation. This work proved that the concept raised by software specialists, designers, and psychologists is feasible into an interdisciplinary team. Keywords— Neuropsychological test; automated evaluation; cognitive skills; education. Manuscript received 23 Jul. 2020; revised 25 Nov. 2020; accepted 8 Dec. 2020. Date of publication 28 Feb. 2021. IJASEIT is licensed under a Creative Commons Attribution-Share Alike 4.0 International License. I. INTRODUCTION Multiple factors cause the student to have low performance in the learning process, such as misunderstanding of the involved concepts, bad study habits, and insufficient previous knowledge. Hence, this study aims to measure the levels of attention and concentration that the subjects have developed according to their age and educational level [1], [2]. The level of concentration increases just as the student studies are higher because of the complexity of the subjects taught. So, it would be to assume that, to be able to make proper use of the teacher's resources, students need to be conscious of their capability to focus on their studies and self-monitoring their progress. Nowadays, several commercial software are intended to improve educational performance; cognitive tests and several attention-improving methodologies are also available, such as COGNIFIT [3] or TOWI [4]. Unfortunately, there are neither standards nor clear metrics to allow measuring their performance improvement. Therefore, automatic cognitive tests such as standardized questionnaires are rarely applied to a whole class since more reliable results seem to need a specialist's constant observation forcefully. On the other hand, there are test applied to groups of different scholarly level or clinical conditions, such as “Psychophysiological Evaluation of Neuropsychological Variables and Cognitive Styles” [4], Casalleto et al.[5] Alternatively, Shubert et al. present further analysis of state of the art [6]. These studies show the cognitive profiles of mental disorders such as depression, anxiety, memory, attention, and concentration problems rather than the subject's cognitive capabilities because their primary objective is to diagnose several diseases. This type of information and that provided by imaging and electroencephalography techniques provide an overview of the function of brain areas and their activity during a specifically requested task. However, the main limitation for using these studies is the diversity and differences found among individuals and the requirement of a specialized application site. So far, mobile devices have not been used to apply cognitive assessment to 408