Assessment of sustained attention with neurobeans cognitive tool

The ability of sustained attention is of high importance, but at the same time it is difficult to measure due to its intangible nature. The tools and approaches needed in order to make such measurements are predominantly available only for scientific research or therapeutic and clinical practice. What is crucial is the development of methods for everyday use in the context of education which would be simultaneously simple and compelling enough to be performed daily for monitoring and guiding schoolchildren, with emphasis on attention. This paper presents a new method of assessing sustained attention titled Neurobeans, which is based on a multi-sensory task without the use of a computer. The task is differentiated from related ones by the fact that the user retains their concentration on an object in their working memory while performing specific movements. The new method was compared to T.O.V.A. (Test of Variables of Attention), which is a prominent clinical method for assessing focus indicators. Results show that Neurobeans indicators measure a similar attention domain, and that the method differentiates between groups with different levels of attention ability. Furthermore, the method distinguishes schoolchildren with additional professional and physical assistance (DSP) from those who are not in a DSP programme. Relations between attention indicators and the extent of digital fun utilization, school grades, as well as feelings of pressure caused by schoolwork and the participant’s attitude toward school were studied broadly. There were differences between the two tests in the relations concerning pressure; only the Neurobeans indicators connected with indicators of the feeling of pressure caused by schoolwork and the participant’s attitude toward school. This implies a somewhat greater validity of Neurobeans indicators when measuring attention in the context of school. A limitation of the study is the use of the publicly available version of the T.O.V.A. test, which is not identical to the official method. Because of this fact, the following paper should be seen as a pilot study, and a base for further research concerning this field and the method presented. is of high importance, but at the same time it is difficult to measure due to its intangible nature. The tools and approaches needed in order to make such measurements are predominantly available only for scientific research or therapeutic and clinical practice. What is crucial is the development of methods for everyday use in the context of education which would be simultaneously simple and compelling enough to be performed daily for monitoring and guiding schoolchildren, with emphasis on attention. This paper presents a new method of assessing sustained attention titled Neurobeans, which is based on a multi-sensory task without the use of a computer. The task is differentiated from related ones by the fact that the user retains their concentration on an object in their working memory while performing specific movements. The new method was compared to T.O.V.A. (Test of Variables of Attention), which is a prominent clinical method for assessing focus indicators. Results show that Neurobeans indicators measure a similar attention domain, and that the method differentiates between groups with different levels of attention ability. Furthermore, the method distinguishes schoolchildren with additional professional and physical assistance (DSP) from those who are not in a DSP programme. Relations between attention indicators and the extent of digital fun utilization, school grades, as well as feelings of pressure caused by schoolwork and the participant’s attitude toward school were studied broadly. There were differences between the two tests in the relations concerning pressure; only the Neurobeans indicators connected with indicators of the feeling of pressure caused by schoolwork and the participant’s attitude toward school. This implies a somewhat greater validity of Neurobeans indicators when measuring attention in the context of school. A limitation of the study is the use of the publicly available version of the T.O.V.A. test, which is not identical to the official method. Because of this fact, the following paper should be seen as a pilot study, and a base for further research concerning this field and the method presented