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Different cognitive skills are required during a teaching and learning exercise. Attention is an important variable to measure during this process because it plays a fundamental role in the accumulation of information with the stimulus of the learner鈥檚 memory during the assimilation of knowledge. The purpose of this research is to demonstrate the impact of 3D Immersive content used as a tool for stimulating student concentration when compared with the use of traditional D2L teaching and learning tools. The attention of the user will be monitored through electroencephalography devices while performing educational/learning tasks using either Immersive or a Traditional Teaching Tools. For the execution of tasks in the scope of this research, the activities to be carried out by the participants will be divided into two stages. In the first stage, participants will be asked to access and read/study a material available in a course hosted in the Course D2L Learning Environment, a tool traditionally used in schools and colleges (Step 1). In the second step, participants will be instructed to use the zSpace/EON Reality鈥檚 application and interact with a 3D simulation and the other associated resources (Step 2). Depending on the platforms selected for these experiments, different levels of interaction will be required from the user. On one hand, the Course D2L will present a low degree of interaction, whereas the 3D paradigm will present a substantially higher degree of individual interaction. This research choice aims to substantiate the evidence that the different attention, scales appropriately to and are directly related to the way content is exposed to users.