Students who are able to maintain attention present a better performance in school activities. In the school setting, mindfulness has shown to be a relevant technique for the improvement of the students' attention. This work describes the integration of a computational agent into an intelligent tutoring system that is responsible for guiding a mindfulness practice that is adapted to the students' mood and previous experience in meditation. We have conducted an experiment with a duration of 7 weeks, counting with 41 students from the 7th grade. The results of this experiment, obtained through the application of an attention scale, showed that the practice of mindfulness in a guided and personalized way improves students' attention. However, possibly due to the duration of the experiment, we haven't found statistically significant evidence of a positive impact on students' learning.

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