Digital technology is becoming an integral part of today’s education system and is ubiquitous in most Australian classrooms. Digital screen use has been associated with changes in visual function in adults, yet the effect of this technology in child populations is currently unknown. Considering the growing reliance on digital technology for educational purposes, it is imperative to understand the effect of screen-based activities on children’s vision. Efficient binocular vision and visual information processing skills are fundamental in vision-based learning and difficulties in these areas are associated with poor academic outcomes. In this project, the effect of screen-based academic tasks on binocular vision function and visual information processing will be compared to equivalent paper-based modalities in school-aged children. Outcomes from this research will aid educators and eye care professionals in their understanding of how task modality impacts students’ vision, and provide evidence on which to optimise the presentation of digital information for children, while also benefitting eye-care professionals in understanding the visual demands of educational tasks.