The capability of measuring specific neurophysiological and autonomic parameters plays a crucial role in the objective evaluation of the human’s mental and emotional states. These human aspects are commonly known in scientific literature to be involved in a wide range of processes, such as the stress and arousal. These aspects represent a relevant factor especially in real and operational environment. Neurophysiological autonomic parameters, such as the Electrodermal Activity (EDA) and Photoplethysmographic data (PPG), have been usually investigated through research-graded devices, therefore resulting in a high degree of invasiveness, which could negatively interfere with the monitored user’s activity. For such a reason, in the last decade the recent consumer-grade wearable devices, usually designed for fitness tracking purposes, are receiving an increasing attention from the scientific community, being characterized by higher comfort, easiness of use and, therefore, by higher compatibility with dailylife environments. The present preliminary study aimed at assessing the reliability of a consumer wearable device, i.e., the Fitbit Sense, with respect to a research-graded wearable, i.e., the Empatica E4 wristband, and a laboratory device, i.e., the Shimmer GSR3+. The EDA and PPG were collected among 12 participants while performing multiple resting conditions. The results demonstrated that the EDA and PPG-derived features computed through the wearable and research devices were positively and significantly correlated, while the reliability of the consumer device resulted to be significantly lower.

Nowadays, fostered by technological progress and contextual circumstances such as economic crisis and pandemic restrictions, remote education is living a growing deployment. However, this growth generated widespread doubts about the actual effectiveness of remote/online compared to face-to-face education. The present study aimed at comparing face-to-face and remote education through a multimodal neurophysiological approach. It involved forty students at a driving school, during a real classroom, experiencing both the modalities. Wearable devices to measure brain, ocular, heart and sweating activities were employed in order to analyse the students’ neurophysiological signals to obtain insights about their cognitive dimension. In particular, four parameters were considered, the Eye Blink Rate, the Heart Rate and its Variability and the Skin Conductance Level. Also, the students filled a questionnaire at the end to obtain an explicit measure of their learning performance. Data analysis showed a higher cognitive activity, in terms of attention and mental engagement, in presence with respect to remote modality. On the other hand, students by remote felt more stressed, in particular during the first part of the lesson. Analysis of questionnaires demonstrated worst performance by remote, thus suggesting a common “disengaging” behaviour when attending remote courses, thus undermining their effectiveness. In conclusion, neuroscientific tools could help to obtain insights about mental concerns, often «blind», such as attentional decreasing and stress increasing, as well as their dynamics during the lesson itself, so allowing to define proper countermeasures to emerging issues when introducing new practices into daily life.