This research compared the effect on cognitive load of exposing participants to items commonly used in academic assessments in order to establish what type of layout and items optimize information acquisition by allowing the participant to use working memory only for the given exercise without being altered by irrelevant information. To analyze the gaze patterns, an aid system was used and analyzed with gaze tracking tools to objectively find the best layout for presenting academic information.

This study aimed to generate a precedent in the development and objective analysis of interface designs for academic purposes, thus improving student learning and teacher knowledge sharing.