  This study explores student attitudes to the use of substantive on-line
assessments that require mathematical answers. Our goal is to learn what are
the important aspects in a design of more effective e-assessments that support
learning of mathematical subjects in a higher education setting. To that end we
analyse the effects of a variety of attitudinal factors towards such
assessments amongst a cross-section of 1st year students in an English
University. These students were all previously exposed to on-line assessments
containing substantial mathematical work, including testing of and feedback on
the algebraic structure of their answers. They were provided with detailed
online feedback, and we therefore specifically examine the effect of formative
feedback on the usage of educational technology. Our results suggest that
students find on-line feedback more enjoyable and useful than traditional
feedback. 'Attitude' and 'Enjoyment' are the two most important factors
influencing their usage intention. Our results also show that, even for this
digital generation, confidence in using computers and the availability of
support for using information technology are important factors in making
effective use of on-line assessments.
