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This study explores student attitudes to the use of substantive on-line assessments that require mathematical answers. Since there is limited guidance available for their use in a university setting, our goal is to learn what are the important aspects in student acceptance of e-assessments that support learning of mathematical subjects in higher education. To that end we analyse the effects of a variety of attitudinal factors towards such assessments amongst a cross-section of first year students in an English university, using a detailed questionnaire. 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, based on identifiable misconceptions underlying these answers. Since students received highly tailored feedback, the expectation was that the usefulness of this feedback would be the key driver in their usage of educational technology. The results indeed suggest that students find on-line feedback more enjoyable and useful than conventional feedback, but enjoyment and attitude are the two most important factors.