Effect of the use of wolfram alpha on the conceptual understanding of mathematical content in university students in virtual modality

Abstract

Introduction: Wolfram Alpha is a computational knowledge engine capable of solving symbolic and numerical mathematical problems, generating graphs, and demonstrating step-by-step procedures, integrating the potential of computational algebra systems into the teaching of university algebra. Objectives: This study evaluated the impact of the use of Wolfram Alpha on the conceptual understanding of mathematical content in university students of the online basic education career. Methodology: The work was based on a quasi-experimental methodology, where it was decided to work with two fourth-level parallels: a control group (n = 24), which received traditional teaching, and an experimental group (n = 19), which used Wolfram Alpha during a 60-minute class, applying pre-test and post-test tests of 10 minutes each. Data analysis was performed in SPSS (version 27) using descriptive statistics, t-tests, and repeated-measures ANOVA. Results: The results show three main findings: (i) significant improvement in both groups from pre- to post-test (η² = 0.57), validating the training process; (ii) higher overall performance in the experimental group (η² = 0.31), confirming the effectiveness of Wolfram Alpha; and (iii) a content-differentiated effect (η² = 0.16), with a greater impact on equations and inequalities. Likewise, the interaction × group time (η² = 0.29) revealed that the tool amplified learning gains, especially in the most abstract contents. Conclusions: It is concluded that Wolfram Alpha is an effective pedagogical strategy to strengthen the conceptual understanding of mathematics in virtual university environments. General area of study: experimental sciences. Specific area of study: university mathematics. Type of item: original.