Towards the Implementation of a Digital Learning Program in Mathematics : Determinants of Practice Behavior and Effects on Performance, Self-Concept, and Anxiety

Acquiring mathematical competencies is essential for students’ successful participation in modern society. In light of declining mathematic performance and increasing achievement disparities in countries such as Germany, digital learning programs have been discussed as cost-effective and easily implementable solutions. However, empirical studies have yielded mixed and often disappointing results. One explanation may be that previous research focused mainly on program provision, without considering students’ actual practice behavior or effects beyond performance, such as on affect and motivation.

This dissertation addresses these gaps by pursuing two objectives: (1) to investigate whether individual student characteristics—such as prior mathematic knowledge, personality traits, affective-motivational factors, and family background—predict practice behavior in a digital mathematic learning program; and (2) to examine how this behavior relates to academic performance, mathematic self-concept, and mathematic anxiety.

Three empirical studies and two replication analyses were conducted using data from two program implementation periods (Math Garden; 22—45 weeks), involving up to 829 fifth-grade students. Practice behavior was objectively measured using process data from the program. Results indicate that students with higher levels of mathematic anxiety and those with a migration background practiced significantly less. Performance improvements were not linked to program provision per se, but rather to the actual amount of practice. In contrast, positive effects on students’ mathematic self-concept were observed independently of their practice behavior, while no significant effects on mathematic anxiety were found.

Overall, the findings highlight the importance of sustained engagement with digital programs and the need for pedagogical support—particularly for students at risk of disengagement.

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