The effect of digital tools on visual attention during problem solving: Variance of gaze fixations when working with GeoGebra or on paper

Research on reading indicates that visual attention is different when using digital media or print. This study aims to explore whether the choice between paper and GeoGebra influences visual attention during collaborative geometry problem solving. We measured eight students’ fixation durations during different lesson phases: teacher instruction, individual work, pair work, group work, students presenting on the board, and whole class discussion. During all phases except teacher instruction we observed a difference in the fixation distributions as indicated by Kolmogorov-Smirnov tests. The use of GeoGebra is related to a slight shift from median length fixations to short fixations, suggesting lower cognitive load when students work with computers.