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The “Doer Effect” is the empirical phenomenon observed as a stronger correlational relationship between students who complete more activities and their course learning outcomes compared to those who complete fewer activities or watch fewer videos. In this paper, we extended prior evidence of a “Doer Effect” to investigate how doing more can be related not only to better learning outcomes but also to motivational ones. Specifically, we investigated persistence as the student’s willingness to continue working on course activities. We used secondary analyses of data from MOOC that taught Advanced Placement (AP) Introductory Java Programming to high school students using the digital textbook platform RuneStone. Although we failed to identify a doer effect in learning outcomes, our analyses do suggest that completing more activities is related to longer persistence in the course than reading more pages or watching more videos. This effect does not appear to be limited to highly motivated students.