Eye movements during collaborative geometry problem solving lesson

This study examines student eye movements during collaborative geometry problem solving. Specifically, we are analysing the differences in fixation durations when working on paper versus working with GeoGebra. We examined eight students’ fixation durations in four classrooms. We found that use of technology influenced the duration of gaze fixations. The use of GeoGebra resulted in slightly more short fixations, less medium length fixations, and clearly more long fixations. A more detailed analysis suggested that the long fixations are related both to instrument manipulation and cognitive processes.