Résumé
We have introduced a proof assistant, Edukera, at University in a mathematics course aiming at teaching proof. We investigate the perceptions of the students of this proof assistant, based on data gathered through questionnaires. We are interested in the effects of using a proof assistant on learning proof, but also on the utility, usability, and acceptability of such an interactive learning environment. Our results reinforce the idea that proof assistants can contribute to the learning of proof, and bring recommendations for the introduction of proof assistants in teaching settings.