Packback Interaction in an Introduction to Psychology Course
Session Title
Poster Session 2
Faculty Mentor
Kat West, Ph.D.
College
College of Arts and Sciences
Department
Psychology
Abstract
Seemingly as a result of the COVID-19 Pandemic, the overall grades of students taking an introduction to psychology course rapidly declined. As an attempt to maintain interaction levels amongst students and help with course grades, various academic interventions were used. One particularly impactful tool was Packback: a discussion-based, Al-driven, writing and communication tool (www.packback.co). This study examined the impact of frequent peer interaction via Packback on enhanced student performance (final course average). We examined and compared the overall grades of students enrolled in Introduction to Psychology for five consecutive semesters-Fall of 2019 through Fall of 2021. This allowed us to examine the impact of Packback on overall student performance. During semesters when Packback was used, students were required to complete a set number of responses and questions each week of a semester. Overall, there was a positive correlation between average Packback participation and overall course grade (p<0.05). Although harder to quantify, the semester evaluations also suggest that the continuous Packback participation requirement allowed for students to stay connected with fellow classmates.
Previously Presented/Performed?
National Institute of the Teaching of Psychology Conference, St. Pete Beach, FL, January 2023 | Winthrop University Showcase of Winthrop University Undergraduate Research and Creative Endeavors, Rock Hill, SC, April 2023
Type of Presentation
Poster presentation
Start Date
15-4-2023 12:00 PM
Packback Interaction in an Introduction to Psychology Course
Seemingly as a result of the COVID-19 Pandemic, the overall grades of students taking an introduction to psychology course rapidly declined. As an attempt to maintain interaction levels amongst students and help with course grades, various academic interventions were used. One particularly impactful tool was Packback: a discussion-based, Al-driven, writing and communication tool (www.packback.co). This study examined the impact of frequent peer interaction via Packback on enhanced student performance (final course average). We examined and compared the overall grades of students enrolled in Introduction to Psychology for five consecutive semesters-Fall of 2019 through Fall of 2021. This allowed us to examine the impact of Packback on overall student performance. During semesters when Packback was used, students were required to complete a set number of responses and questions each week of a semester. Overall, there was a positive correlation between average Packback participation and overall course grade (p<0.05). Although harder to quantify, the semester evaluations also suggest that the continuous Packback participation requirement allowed for students to stay connected with fellow classmates.
