Technical progress has always influenced empirical educational research. In the 1960s, it was the first sound recording devices, and in the 1980s, it was the first static video cameras that made process data accessible for more systematic evaluations. Today, mobile cameras, teaching-learning laboratories, and eye-tracking glasses are available that allow more, newer, and more precise data to be collected. There are also possibilities for computer-assisted evaluations based on self-learning algorithms. In addition to the influences on the work of researchers mentioned, new technologies can also influence the processes of problem-solvers: Among other things, there are apps to promote self-regulation as well as spreadsheet and dynamic geometry software that enable new approaches and heurisms and thus help able to discover connections and make assumptions. In this paper, I take a look at recent developments in research on problem solving, discussing opportunities and risks of new technologies.
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