With the development of distance learning programs, it is now usual for learners to complete collaborative tasks remotely. Even if audio and video channels are available, the subtle cues that allow to infer the partner's emotional states (e.g., interest, boredom, frustration) are seriously diminished. This study explores the impact of using a group emotion awareness tool on learners' interaction and perception. To achieve this goal, a dual eye-tracking approach was used in combination with an analysis of the number of positive and negative emotions shared during interaction. Results showed that participants mainly looked at and communicated positive emotions during collaboration. Interestingly, participants' attention was equally divided between their own- and their collaboration partner's emotional information. Finally, men spent more time looking at their partner's emotions compared to women. Results are discussed in terms of mutual modeling of partner's emotions during a remote collaborative task.