This explorative, qualitative study examines how computer‑aided assessment (CAA) influences classroom interactions in a preparatory mathematics course taught in an intensive three‑week block format for incoming STEM students. To promote active engagement, additional practice opportunities and instant individualised feedback, selected paper‑based problems were replaced by CAA tasks implemented through the STACK plugin for Moodle. Each student received a randomised version of each problem, ensuring comparable difficulty while discouraging rote copying. The study focused on changes in interaction patterns, both between students and between students and tutors, when discussing CAA versus traditional problems. Data were collected through systematic observation protocols during tutorials and structured interviews with tutors after the course. Transcripts were analysed using qualitative content analysis to identify recurring themes. Findings indicate increased collaborative peer discussion around conceptual understanding, while they also reveal a shift in tutor responsibilities and challenges arising from varying digital literacy levels among students. These results have informed ongoing refinement of CAA design, and also contributed to the comprehensive re-design of computing curricula across all mathematics degree programmes at TU Dortmund.