Assessing student perspectives on STACK implementation in university mathematics courses

The effectiveness of the System for Teaching and Assessment using Computer Algebra Kernel (STACK) in undergraduate mathematics education has been investigated in recent decades. However, the literature lacks quantitative studies exploring students’ attitudes toward it from various contextual backgrounds. This research delves into students’ perceptions and experiences in Biotechnology and Civil Engineering courses at the University of Trieste (in Northern Italy), with 161 respondents. Findings indicate no statistically significant differences in usage frequency between the two courses, suggesting a uniform acceptance of STACK as implemented in these courses. Descriptive statistics underscore students’ high satisfaction levels, with positive attitudes towards STACK’s utility in supporting topic understanding and improving exercise-solving skills. While course-specific variations revealed that Biotechnology students reported feeling less confident or more challenged during exercises, overall satisfaction remains notably high. A qualitative analysis of open-ended responses reveals concerns regarding system errors and repetitive tasks, which are attributed to the STACK materials rather than the STACK system itself. Respondents suggest improvements including bug fixes, reduced manual operations, and the integration of artificial intelligence to enhance feedback clarity.