Factors that influence student engagement with technology-enhanced resources for formative assessments in first-year undergraduate mathematics

Even prior to COVID-19, there had been an increase in the use of technology in undergraduate mathematics education to support the development of mathematical understanding and skill, and to enhance the student learning environment. Technology-enhanced resources can be used to provide formative assessment which can help students identify gaps in their knowledge and point towards appropriate action. In this paper, we report on the evaluations of a number of technology-enhanced resources that used formative assessment techniques and were provided for students attending non-specialist first-year undergraduate mathematics modules in Ireland. Analysis of the evaluations and consultation with literature identified 12 decisive factors that encourage students' successful engagement with the resources, covering aspects such as the educational context, affordances and types of technology, technological communication and formative assessment. These factors constitute important knowledge for practitioners as they can use them in the planning, design, and development of technology-enhanced resources for use in their modules. The measures observed during the evaluations indicated both positive and negative engagement providing a link between observations and resultant student engagement, which was found lacking in previous studies on student engagement. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Student experiences of online study groups and drop-in mathematics support during COVID-19

In this paper, we consider the changes to mathematics learning support (MLS) at Maynooth University due to the COVID-19 pandemic, including the provision of novel online study groups aimed at increasing student engagement and interaction. We briefly outline the local, national and international impact of COVID-19 on MLS and then focus on the results of a student survey. Respondents who regularly used online MLS were broadly positive about their experiences. They cited, in particular, the influence of tutors and the scheduled study groups, which provided structure and motivation as well as the opportunity to work with others and ask questions in less intimidating small groups. However, some respondents highlighted factors that impacted negatively on their engagement. These included low attendance or interaction from peers, timetabling issues or busy schedules, lack of awareness of the details of the services and increased feelings of discomfort and anxiety in an online environment. We consider how this student feedback may influence our future online and in-person supports. © 2021 The Author(s) 2021. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved