In this paper we present an eye tracking study aimed at examining learners’ behaviors while searching for the right answer in multiple-choice tests. In particular, the analysis is focused on a geometry problem characterized by four graphical solutions. The data gathered through several experiments have allowed us to find interesting relationships between answers and testers’ performance (especially with regard to time spent watching the available options and gaze wavering between the two most plausible choices), as well as to identify otherwise hidden similarities among testers themselves. Providing a better understanding of students’ learning processes, the obtained results can potentially be exploited to improve the design of assessment tasks and to train intelligent tutoring systems.
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