## 4 Results
### A General Bibliometric Overview  
Table 3 shows the main data of the selected studies: authors, year of publication, journal, authors' country of origin, and professional affiliation. The first search was conducted in December 2023, finding a total of 229 initial results. After eliminating non-papers and duplicates, 177 articles were analysed. ### A General Bibliometric Overview  
Table 3 shows the main data of the selected studies: authors, year of publication, journal, authors' country of origin, and professional affiliation. \begin{table}
\begin{tabular}{c c c c c c} \hline \hline
**Authors** & **Year** & **Title** & **Journal** & **Country** & **Author Affiliation** \\ \hline \multirow{3}{*}{[PERSON] [42]} & \multirow{3}{*}{2017} & Measuring the differences between traditional & \multirow{3}{*}{Journal of Interactive Learning Research} & \multirow{3}{*}{Taiwan} & \multirow{3}{*}{Education} \\  & & & & \\ \cline{3-5}  & & & & \\ \cline{3-5}  & & & & \\ \hline \multirow{3}{*}{[PERSON] et al. [43]} & \multirow{3}{*}{2018} & Characterising attentive behaviour in & \multirow{3}{*}{Neurocomputing} & Portugal & Computer Science \\  & & intelligent environments & & & \\ \hline \multirow{3}{*}{[PERSON] et al. [44]} & \multirow{3}{*}{2019} & Intelligent tutoring system to improve & \multirow{3}{*}{AI Communication} & Portugal & Computer Science \\  & & learning outcomes & & & \\ \hline \multirow{3}{*}{[PERSON] and
\begin{tabular}{} \end{tabular} } & \multirow{3}{*}{2019} & How Does Prior Knowledge Influence Eye & \multirow{3}{*}{International Journal} & \multirow{3}{*}{USA} & \multirow{3}{*}{Psychology} \\  & & & & & \\ \cline{3-5}  & & & & & \\ \cline{3-5}  & & & & \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Main data of the selected articles. Figure 1: PRISMA flow diagram of the systematic review [28; 30]. \begin{table}
\begin{tabular}{c c c c c c} \hline \hline
Table 4 complements the one above with information on the type of study and a summary of the work conducted, including information on the theoretical foundations and the types of instruments applied. The table also includes an appraisal using the JBI tools [41] (for each corresponding study type), along with a brief description and the score obtained for each study, according to the items fulfilled and the percentage of fulfilment. We thus accepted the studies that scored over 60% on appraisal, with the review finally covering 26 studies. \begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Authors** & **Type of Study** & **Summary** & **Detailed JBI Appraisal** & **\% JBI** \\ \hline \hline \multirow{6}{*}{[PERSON] (2017) [42]} & \multirow{6}{*}{Quasi-experimental} & Study comparing traditional vs. game-based learning using EEG. Grounded in engagement theory. EEG was used to measure attention and relaxation. & Comparative design to examine traditional learning vs. game-based learning. Despite there being no standard control group, attentional differences are identified using EEG. The measurements are valid, although certain details are lacking in the analysis. \\ \cline{1-1} \cline{2-5}  & & \multirow{6}{*}{Cross-sectional} & Observation of attentional behaviour in smart smart classrooms. Based on human-computer interaction. Uses non-invasive sensor and neural networks. & \multirow{6}{*}{Sustainability} & \multirow{6}{*}{
\begin{tabular}{c} Pakistan, Saudi \\ Arabia \\ \end{tabular} } & \\ \cline{1-1} \cline{2-5}  & & & & \\ \cline{1-1} \cline{2-5}  & & & & \\ \cline{1-1} \cline{2-5}  & & & & \\ \hline \hline \end{tabular}
\end{table} 
Table 4: Description of the studies and critical appraisal using JBI. \begin{table}
\begin{tabular}{c c c c c c} \hline \hline
\begin{tabular}{} \\ \end{tabular} \\ \hline \hline \end{tabular}
\end{table} 
Table 3: _Cont._  
\begin{table}
\begin{tabular}{c c c c c} \hline \hline
Furthermore, the time distribution of the selected publications (Figure 2) shows that the turning point in the growth of interest in using IA tools to analyse student attention span was in 2021, after which it has continued to rise.