Gender Comparison of Factors Involved in Self-Study Activities with Digital Tools: A Mixed Study Using an Eye Tracker and Interviews

This study investigates gender and disciplinary differences in self-directed study strategies with digital tools among university students. Grounded in Activity Theory (AT), Gender Similarities Hypothesis, and Self-Determination Theory, the research explores how students from STEM and non-STEM fields interact with digital and paper-based materials during individual study sessions. A mixed-methods design was employed, combining eye-tracking data with qualitative interviews. Forty students (mean age: 21.5; equally distributed by gender and disciplinary field) participated in 15 min study sessions using the Pupil Invisible eye-tracker. Fixation durations and heat maps were analyzed through RStudio (Version 2024.04.2+764r), while semi-structured interviews explored students’ motivations, study habits, and perceptions of strategy effectiveness. A theory-driven codebook was developed to analyze interview data, incorporating cognitive, emotional, socio-cultural, and metacognitive dimensions. Results indicate that the disciplinary field plays a more decisive role than gender in shaping study strategies. Female STEM students alternated between digital and paper tools, while non-STEM females used digital tools more continuously. Among males, non-STEM students favored paper, whereas STEM students engaged more with digital materials. Interview data confirmed intra-gender variation and emphasized the influence of context, autonomy, and study planning. The integration of eye-tracking and qualitative inquiry effectively captured both behavioral patterns and students’ perspectives. Findings suggest the need for inclusive, flexible educational practices that respect diverse learning preferences and disciplinary cultures.