How tablets shape learning: collaboration and motivation as mediators of subject-specific achievements in secondary education

Introduction The integration of mobile digital devices, such as tablets, in classrooms has become increasingly common, yet evidence regarding their long-term impact on academic achievement and the underlying socio-motivational mechanisms is scarce. This study examined the effects of 1:1 tablet integration on student grades in German as a first language (L1), mathematics, and biology in secondary schools. Methods We compared students with permanent, personalized tablet access to those with only sporadic device availability in school. Additionally, we investigated whether perceived collaboration and intrinsic motivation mediated the relationship between tablet access and academic achievement, and whether these effects varied across different class levels. Results Significant indirect effects of 1:1 tablet integration on grades were found in all three subjects, mediated by increased collaboration and intrinsic motivation. However, comparisons of direct effects showed significant grade improvements only in German, indicating subject-specific benefits. The mediation effects were consistent across class levels. Discussion These findings suggest that permanent tablet access supports academic achievement primarily through socio-motivational pathways and that the strongest direct benefit occurs in German, likely because of the subject’s analytical, interpretive, and creative demands. Overall, the results underscore the importance of fostering collaborative and motivating digital learning environments and point to a nuanced, subject-dependent impact of long-term tablet integration.