This study explores how different modes of digital interaction -- namely, computers versus smartphones -- affect attention, frustration, and creative performance in adolescents. Using a combination of digital task logs, webcam-based gaze estimation, and expert evaluation of task outcomes, we analyzed data from a diverse sample of 824 students aged 11-17. Participants were assigned to device groups in a randomized and stratified design to control for age, gender, and prior experience. Results suggest moderate but statistically significant differences in sustained attention, perceived frustration, and creative output. These findings indicate that the nature of digital interaction -- beyond mere screen time -- may influence cognitive and behavioral outcomes relevant to educational design. Practical implications for user interface development and learning environments are discussed.

翻译：本研究探讨了不同的数字交互模式——即计算机与智能手机——如何影响青少年的注意力、挫折感和创造性表现。通过结合数字任务日志、基于网络摄像头的视线估计以及任务结果的专家评估，我们分析了来自824名11-17岁学生的多样化样本数据。参与者被随机分层分配到设备组，以控制年龄、性别和先前经验的影响。结果表明，在持续性注意力、感知挫折感和创造性产出方面存在中等但统计上显著的差异。这些发现表明，数字交互的本质——不仅仅是屏幕使用时间——可能影响与教育设计相关的认知和行为结果。本文还讨论了用户界面开发和学习环境的实际意义。