User Profiling for Attention Support at School and Work

  • Thierry Nabeth

Advances in technologies, with the design of personalised systems, have opened the possibility to use profiling not only as a tool of surveillance but also as a way to better support people in their learning and working activities. This chapter proposes to illustrate this perspective of profiling for providing user attentional support within the domains of education and work.


Knowledge Worker Cognitive Overload Online Discussion Forum Profile Issue Digital Trace 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Bier, E. A., Stone, M. C., Pier, K., Buxton, W., DeRose, T. D., ‘Toolglass and magic lenses: The see-through interface’, Proceedings 20th annual conference on Computer graphics and interactive techniques, 1993, pp. 73–80.Google Scholar
  2. Brooks, F. P. Jr., The Mythical Man-Month: Essays on Software Engineering (20th Anniversary Edition), Addison-Wesley, 1995.Google Scholar
  3. Chun, M. M. and J. Wolfe, ‘Visual Attention’, in Goldstein E.B., Blackwell’s Handbook of Perception, Oxford, UK, Blackwell, 2001, pp. 272–310.Google Scholar
  4. Coan, J. A. and Allen, J. J. B., ‘Frontal EEG asymmetry as a moderator and mediator of emotion’, Biological Psychology, 67, Elsevier B.V. Netherlands, 2004, pp. 7–49.Google Scholar
  5. Davenport, T. and Beck J., The Attention Economy, Harvard Business School Press, 2001.Google Scholar
  6. Duffy, T. M., Cunningham, D. J., ‘Constructivism: Implications for the Design and Delivery of Instruction’, in Jonassen, D. H. (Ed.), Handbook of Research for Educational Communications and Technology, AECT, 2001.Google Scholar
  7. Erickson, T., et al., ‘Social Translucence: Designing Social Infrastructures that Make Collective Activity Visible’, Communications of the ACM (Special issue on Community, ed. J. Preece), Vol. 45, No. 4, ACM Press, USA, 2002, pp. 40–44.Google Scholar
  8. Gladwell, M., The tipping point: How little things can make a big difference. Boston et al.: Little, Brown, 2000.Google Scholar
  9. Halperin, R., Learning Technology in Higher Education: A Structurational Perspective on Technology-Mediated Learning Practices. Doctoral Thesis. London School of Economics and Political Science, University of London, 2005.Google Scholar
  10. Harasim, L., ‘Shift Happens: Online Education as a New Paradigm in Learning’, Internet and Higher Education, Vol. 3, No. 1–2, Elsevier Science, Netherlands, 2000, pp. 41–61.Google Scholar
  11. Healey C. G., ‘Perception in Visualization’, 2006. Available at:
  12. Miller, G.A., ‘The Magical Number Seven, Plus or Minus Two’, The Psychological Review, Vol. 63, APA Journals, Washington DC, 1956, pp. 81–97.Google Scholar
  13. Nachmias, R., ‘A Research Framework for the Study of a Campus-Wide Web-based Academic Instruction Project’, Internet and Higher Education, Vol. 5, No. 3, Elsevier Science, Netherlands, 2002, pp. 213–229.Google Scholar
  14. Roda, C., Conceptual Framework and Application Scenarios; Project AtGentive, Deliverable 1.3, 2006. Available at:
  15. Roda, C. and Thomas J. (Eds), ‘Special Issue: Attention Aware Systems’, Computers in Human Behaviour, Vol. 22, No. 4 Elsevier, Netherlands, 2006.Google Scholar
  16. Rubinstein, J. S., Meyer, D. E., & Evans, J. E., “Executive Control of Cognitive Processes in Task Switching”, Journal of Experimental Psychology: Human Perception and Performance, Vol. 27, No. 4, APA Journals, Washington DC, 2001, pp. 763–797.Google Scholar
  17. Zimmerman, B. J., & Schunk, D. H. (Eds.), Self Regulated Learning and Academic Achievements: Theory, Research and Practice. Springer-Verlag, New York, 1989.Google Scholar

Copyright information

© Springer Science + Business Media B.V 2008

Authors and Affiliations

  • Thierry Nabeth
    • 1
  1. 1.CALTInstitut Européen D’Administration Des Affaires (INSEAD)France

Personalised recommendations