This study reports on the effect of student engagement in digital learning activities on academic performance for 120 students enrolled in an undergraduate finance course. Interactive practice and exam problem files were available to each student, and individual download activity was automatically recorded during the first 50 days of the course. Academic performance, as determined by the midterm exam, was strongly associated with deliberate practicing and problem-solving activity using the interactive spreadsheet files. Moreover, prior math grades were significant in explaining future academic performance. The findings in this study are relevant to students concerned with improving their grade and efficiently allocating their time for different study activities. Furthermore, institutions aspiring to allocate scarce resources among various modes of teaching production will find this study useful.