Understanding students’ behavior while solving tasks at various levels is essential for the support educators may provide to students. The current study reports on a large-scale exploration of students' activity in an online learning environment for mathematics, while comparing between lower-order thinking (LOT) and higher-order thinking (HOT) applets, and between grade levels. We analyzed log files of N = 32,581 5th- and 6th-grade students from all over Israel (a full sample of users in the studied platform), specifically comparing scores, completion rates, completion times, and repetition levels in LOT and HOT applets. Using within-subject and between-subject t tests, we found that students' performance and completion rate on the LOT applets were overall higher than those of the HOT applets, which, combined with other findings, may point to meta-cognitive or motivational processes involved. We also point out to the high rates of students' manipulation of the system in a way that allow them to increase their score. Finally, we found that the various measures we used to characterize students' online activity are not necessarily strongly correlated with each other. These findings will help teachers to take informed decisions regarding the incorporation of digital learning environments in their classrooms.

在解决各个级别的任务时，了解学生的行为对于教育者可能向学生提供的支持至关重要。本研究报告了在数学的在线学习环境中对学生活动的大规模探索，同时比较了低阶思维（LOT）和高阶思维（HOT）小程序以及年级之间的差异。我们分析了来自以色列各地的N = 32,581位5年级和6年级学生的日志文件（该研究平台中的完整用户样本），专门比较了LOT和HOT小程序中的分数，完成率，完成时间和重复水平。使用主题内和主题间t检验，我们发现LOT小程序的学生表现和完成率总体上高于HOT小程序，再结合其他发现，可能指向涉及的元认知或动机过程。我们还指出，学生对系统的操纵率很高，可以提高他们的分数。最后，我们发现用来描述学生在线活动特征的各种指标不一定相互之间密切相关。这些发现将有助于教师就将数字学习环境纳入其教室做出明智的决定。