Abstract
Recording eye movements could provide valuable online data about pupils' learning or problem solving, as observed on textbook excerpts with accompanying questions. Two groups were compared, group 1 reading text from textbook with questions which were answered directly in the text, and group 2 reading text from textbook with questions loosely related to the text but not answered in it.
Qualitative review of strategies showed no significant differences, however quantitative data (total fixations duration and fixations count) suggested meaningful difference in cognitive load between the two groups. Specifically that material with questions answered directly in the text was cognitively less demanding than the material with loosely related questions.
