Abstract

This pilot study investigates the role of concentration, as measured through EEG, in the deployment of socio-emotional skills and executive functions within gamified simulation environments. Utilizing real-time monitoring, concentration indicators were analyzed to evaluate their relationship with key performance metrics, including satisfaction and overall task performance. Results indicate that higher concentration levels correlate positively with both performance and user satisfaction, highlighting the potential of EEG monitoring to optimize adaptive learning models by dynamically adjusting content based on cognitive states. The study contributes to the field by providing insights into how concentration impacts learning in simulated educational settings, suggesting that cognitive feedback can enhance the personalization and effectiveness of simulation-based education. These findings also highlight the relationship between executive functions, socio-emotional skills and performance in gamified simulators. Limitations include the small sample size and the use of a single EEG device, which may affect the generalizability of findings. Future research should explore integrating additional cognitive biomarkers and expand this approach across various educational contexts to validate the applicability and scalability of adaptive learning systems.