Instructional platforms that incorporate artificial intelligence (AI) are emerging in higher education. Scholarship of teaching and learning should not only examine student learning outcomes from the use of novel AI technologies but should also investigate student perceptions of these technologies. We employed the user experience (UX) framework to investigate students’ UX of the instructional AI-driven platform, Packback, as a mode for online discussion boards. A survey using the User Experience Questionnaire was developed and employed in a general elective arts and humanities undergraduate course offered online and in-person. Data from 96 undergraduate student responses were analyzed and large variability was observed on students’ UX. Overall, findings indicated that students experienced the pragmatic qualities (efficiency, dependability, and perspicuity) of Packback positively. However, students had a neutral experience toward the attractiveness and the hedonic qualities (stimulation and novelty) of Packback. The UX of these qualities were also compared by student characteristics.
Colclasure et al. (Mon,) studied this question.