In a large-scale quantitative study that adopted a learning analytics approach, we searched for associations between students' activity in a game-based online mathematics learning environment and their mathematics achievements on a national standardized test. Students were active in the environment throughout the school year, and particularly during an online National Mathematics Olympiad (N = 239 schools). Overall, our findings point to a positive association between online game-based activity during the Olympiad and mathematics test scores. This association remained even after controlling for socioeconomic factors, which are known to contribute to academic achievements. The paper discusses these findings and suggests evidence for causality, in particular cognitive, meta-cognitive, and affective effects of the online activity that may have positively affected test scores.

在一项采用学习分析方法的大规模定量研究中，我们搜索了学生在基于游戏的在线数学学习环境中的活动与他们在国家标准化考试中的数学成绩之间的关联。学生在整个学年都活跃在环境中，尤其是在在线全国数学奥林匹克竞赛期间（N = 239 所学校）。总体而言，我们的研究结果表明，奥运会期间基于网络游戏的活动与数学考试成绩之间存在正相关关系。即使在控制了已知有助于学术成就的社会经济因素之后，这种关联仍然存在。该论文讨论了这些发现并提出了因果关系的证据，特别是认知、元认知、