This study investigated the effectiveness of four Digitalized Interactive Components (DICs) designed based on cognitive principles to accommodate individual differences among students with learning difficulties in geometry during computer-based assessments. The four DICs were annotations (allowing students to make notes on the screen), pop-up glossary (providing definitions of math terms upon clicking), signaling (displaying corresponding visual information upon clicking verbal information), and rotation (allowing students to rotate shapes). Sixteen high school students with mathematics difficulties participated in the study and were tested with and without the principled DICs. The findings indicate that the principled DICs statistically significantly improved students' accuracy on the majority of tested problems and increased the average duration engaged in solving geometry problems. Analysis of video data revealed that the pop-up glossary was the most frequently used DIC, followed by signaling, while annotation was the least used.