The purpose of this study is to analyse the effects of the Interactive Learning Materials Triangle (iLMT) on the learning and knowledge retention of 12-year-old students. The iLMT is a digital version of the standard school learning materials in Serbia, and is characterized by a high degree of interactivity and immediate feedback during the learning process. We conducted an experiment to explore whether iLMT influences student success in solving mathematical tasks that require different types of mathematical reasoning. Based on previous extensive research by Lithner, 4 types of tasks are discussed: high relatedness answer, high relatedness algorithm, local low relatedness, and global low relatedness. The study involved 633 students and 13 teachers of mathematics, equally distributed in control and test groups. The main findings indicate that student success on a knowledge test for high relatedness answer and local low relatedness tasks for the test group was significantly higher than for the control group. On the knowledge retention test, students in the test group outperformed students in the control group at high relatedness algorithm and local low relatedness tasks. Our results also suggest that, even when learning materials are carefully digitalized with the use of available technological advantages, student success in global low relatedness tasks may still be lacking.

本研究的目的是分析交互式学习材料三角 (iLMT) 对 12 岁学生的学习和知识保留的影响。iLMT 是塞尔维亚标准学校学习材料的数字版本，其特点是在学习过程中具有高度的互动性和即时反馈。我们进行了一项实验，以探索 iLMT 是否会影响学生成功解决需要不同类型数学推理的数学任务。基于 Lithner 之前的广泛研究，讨论了 4 类任务：高相关性答案、高相关性算法、局部低相关性和全局低相关性。该研究涉及 633 名学生和 13 名数学教师，平均分布在控制组和测试组中。主要研究结果表明，测试组的学生在高相关性答案和本地低相关性任务的知识测试中的成功率显着高于对照组。在知识保留测试中，测试组学生在高相关性算法和局部低相关性任务上的表现优于对照组学生。我们的研究结果还表明，即使利用可用的技术优势对学习材料进行了仔细的数字化，学生在全球低相关性任务中的成功可能仍然不足。测试组的学生在高相关性算法和局部低相关性任务上的表现优于对照组的学生。我们的研究结果还表明，即使利用可用的技术优势对学习材料进行了仔细的数字化，学生在全球低相关性任务中的成功可能仍然不足。测试组的学生在高相关性算法和局部低相关性任务上的表现优于对照组的学生。我们的研究结果还表明，即使利用可用的技术优势对学习材料进行了仔细的数字化，学生在全球低相关性任务中的成功可能仍然不足。