Presentation Type
Poster Presentation
Category
Social Sciences/Humanities
Abstract/Artist Statement
As AI technologies have rapidly emerged over the past few years, conversations about their implementation in education have been at the forefront; given this, it’s important to consider student experience. The goal of this study was to elicit perspectives of students in relation to their experience with an AI-powered instructional tool called Packback, which was used for online class discussions. Through various features, Packback provides users with real-time AI-generated feedback on their work. The participants in this study were graduate level SLP students who at the end of the semester were able to share their thoughts about the tool through a Qualtrics survey. Of the features available, respondents most used credibility and convention. When first using Packback students were hesitant, but gained confidence in their use of the tool as time went on. Some students grew to like the app as they became familiar with it, but many did not find it to be a preferable tool for the purposes of class discussion. As it pertains to the writing process within Packback, many students expressed frustration due to internal issues the tool has. When discussing changes in their writing, some listed word choice and grammar as having been impacted. Many praised the tool for making the experience of online discussion boards more dynamic. However, many expressed discomfort at the idea of using an AI tool in a graduate level course; discussing issues with AI, lack of instructor oversight, and feeling like the discussion posts were busy work. The study here contributes to the growing literature of AI-tool use in the education sector. Seeking out the opinions of students allows us to: understand what issues may still plague AI tools, identify how their entrance into the classroom affects student experience, and learn how to properly implement them.
Mentor Name
Ginger Collins
Incorporating Instructional AI Tools in the Classroom – Student Experiences and Perspectives
UC North Ballroom
As AI technologies have rapidly emerged over the past few years, conversations about their implementation in education have been at the forefront; given this, it’s important to consider student experience. The goal of this study was to elicit perspectives of students in relation to their experience with an AI-powered instructional tool called Packback, which was used for online class discussions. Through various features, Packback provides users with real-time AI-generated feedback on their work. The participants in this study were graduate level SLP students who at the end of the semester were able to share their thoughts about the tool through a Qualtrics survey. Of the features available, respondents most used credibility and convention. When first using Packback students were hesitant, but gained confidence in their use of the tool as time went on. Some students grew to like the app as they became familiar with it, but many did not find it to be a preferable tool for the purposes of class discussion. As it pertains to the writing process within Packback, many students expressed frustration due to internal issues the tool has. When discussing changes in their writing, some listed word choice and grammar as having been impacted. Many praised the tool for making the experience of online discussion boards more dynamic. However, many expressed discomfort at the idea of using an AI tool in a graduate level course; discussing issues with AI, lack of instructor oversight, and feeling like the discussion posts were busy work. The study here contributes to the growing literature of AI-tool use in the education sector. Seeking out the opinions of students allows us to: understand what issues may still plague AI tools, identify how their entrance into the classroom affects student experience, and learn how to properly implement them.