CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Artificial intelligence has become a major part of students’ academic tasks,

influencing how they gather information, generate ideas, and complete school-

related assignments. With the advancement of digital technologies, AI tools are

increasingly used in learning processes to assist students in performing academic

work efficiently. These tools support activities such as researching, organizing

content, drafting outputs, and managing schedules. Interactions with artificial

intelligence tools have affected how students organize and complete their

schoolwork. Such patterns provide opportunities to explore how students engage

with learning materials while using AI. The use of artificial intelligence in education

highlights its growing presence in students’ academic experiences.

One major concern about the widespread use of artificial intelligence in

education is cognitive atrophy, which refers to the weakening of students’ mental

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skills due to overdependence on technology. This can lead to a decline in critical

thinking, as students may skip analyzing, synthesizing, and solving problems on

their own. Instead of working through difficult math problems or historical topics,

learners might rely on AI-generated answers without fully understanding them,

resulting in shallow learning and poor information retention. A 2023 study from the

Journal of Educational Psychology found that passive use of AI can weaken long-

term memory and problem-solving skills. Over time, the brain’s pathways for deep

learning may become less active without regular mental effort, and this

dependence can create a false sense of competence, causing students to struggle

in exams and real-life situations. Overuse of AI can also reduce students’ creativity

and motivation, as it often produces repetitive and predictable results. Students

who rely heavily on AI may lose interest in learning and prefer shortcuts instead of

active participation. A 2024 Pew Research Center study found that heavy AI use

is linked to lower involvement in class discussions and projects. In some cases,

this may increase anxiety due to pressure to perform without real skill

development. These concerns highlight the need to examine how students

manage AI use while maintaining their thinking skills and learning growth.

The aim of this study is to investigate the self-regulation strategies

employed by students at ACLC College of Taytay to mitigate the cognitive decline

and digital fatigue—colloquially termed “brain rot”—associated with the excessive

use of Artificial Intelligence. As AI tools become deeply integrated into the

academic landscape, the study focuses on how students balance technological

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convenience while maintaining their independent critical thinking skills. It examines

the proactive measures students take to avoid over-reliance, providing insight into

the evolving relationship between human intelligence and automated assistance

within a local collegiate context. Specifically, the research investigates three core

dimensions: digital hygiene, cognitive engagement, and academic integrity. This

includes practical methods students use to set boundaries, such as implementing

AI-free study periods and manually verifying AI-generated outputs to maintain

mental sharpness. By exploring these behaviors, the study aims to uncover a

blueprint for “digital resilience” that enables students at ACLC Taytay to utilize

modern technology without sacrificing their long-term cognitive development.

BACKGROUND OF THE STUDY

The rapid adoption of Artificial Intelligence (AI) in students’ academic lives

has changed how they learn, gather information, and complete school-related

tasks. AI tools can make learning faster, easier, and more organized, giving

students quick access to information and ways to structure their ideas. These tools

can also help students manage their schedules, plan assignments, and review

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lessons more efficiently. While AI provides convenience and improves

accessibility, its growing presence in education also raises concerns about

students becoming too dependent on technology, which may affect their ability to

think critically, solve problems independently, and retain knowledge effectively.

Students need to manage both the benefits and potential issues of AI to use

it effectively in academics. While AI tools offer advantages such as faster access

to information, easier organization of tasks, and more efficient review of lessons,

excessive or unmonitored use can sometimes lead to distraction, reduced focus,

or over-reliance on technology. Local studies in the Philippines show that students’

engagement with AI activities is connected to how they manage tasks and

structure learning, indicating that conscious management can enhance

productivity and responsibility (Zantua, 2025). Another study found that students’

awareness of institutional policies, combined with their personal approaches to

using AI, supports effective and responsible utilization of these tools (Samonte &

Acedera, 2025). However, limited research exists on the specific strategies Filipino

students use to balance AI use and maintain focus, creating a gap that this study

aims to explore.

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STATEMENT OF THE PROBLEM

This study explores the strategies used by students at ACLC College of

Taytay to avoid brain rot of excessive use of Artificial Intelligence. It seeks to

explore students’ awareness, experiences, and strategies in dealing with the

negative effects of excessive use of Artificial Intelligence at ACLC College of

Taytay

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 [Link] do students at ACLC College of Taytay describe their awareness of

the negative effects of excessive use of Artificial Intelligence?

2. What effects do students experience from excessive use of Artificial

Intelligence in their academic and personal experiences?

[Link] strategies do students use to avoid or minimize the negative effects

of excessive Artificial Intelligence use?

OBJECTIVE OF THE STUDY

This study aims to explore the strategies used by students at ACLC College

of Taytay in avoiding the negative effects of excessive use of Artificial Intelligence.

[Link] students’ awareness of the negative effects of excessive use of

Artificial Intelligence.

[Link] the effects experienced by students due to excessive use of

Artificial Intelligence in their academic and personal lives.

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 [Link] the strategies used by students to avoid or minimize the negative

effects of excessive use of Artificial Intelligence.

CONCEPTUAL FRAMEWORK

Independent

Excessive
use of
AI Dependent

Strategies
students
do to
Avoid brain
rot

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 Process
• Identify the
Awareness of Students
of Brainrot
• Identify the Strategies
Students Use to Avoid
Brainrot
• Making Questions
• Administer the
Questions
• Survey Interview
• Collecting the Data
• Data Analysis and
Interpretation
• Summary/Conclusion
and Recommendation

Figure # 1 Conceptual Framework

Artificial Intelligence is one of the most influential thing in a student's

cognitive decline or what gen z would call brain rot. The examples of this are,

Spelling Difficulties: Excessive use of AI can impact students spelling skill. For

example, students frequently copy test from AI tools leading to poor spelling

retention. Cognitive Engagement: Excessive use of AI can impact students

cognitive engagement. For example, relying on AI to generate answers makes

students think less critically. Reading Difficulties: Excessive use of AI can impact

students' reading skill. For example, students use AI generated summaries instead

of reading full texts. Decreased Comprehension: Excessive use of AI can impact

students comprehension. For example, using AI answers without analyzing them

which reduces deep comprehension.

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 As shown in the figure 1 of Conceptual Framework, excessive use of AI has

a big impact on students' cognitive decline or brain rot. It also shows the process

which are, identifying the students' awareness of brain rot, identifying the

strategies students do to avoid brain rot, making questions, administer the

question, survey interview, collecting data, data analysis and interpretation,

summary/conclusion and recommendation.

SIGNIFICANCE OF THE STUDY

This study aimed to provide information on what Strategies do Students use

to avoid Brain Rot due to excessive use of AI.

Student This study will provide them awareness and strategies they can use to

avoid “brain rot” caused by AI. It will help them improve their focus, memory and

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overall academic performance while building a healthy study habits and self-

discipline

Teachers and instructors Can guide them for developing teaching methods,

design lessons that can reduce over-dependence on AI and promote students'

critical thinking skills, creativity and problem-solving skills. Teachers can better

recognize learning difficulties related to excessive AI use and can provide students

academic support.

Parents and Guardians It will increase their awareness on how AI affects on

Students Brain Rot and how it affects students learning behavior. They can guide

and support their children through healthy technology practices, improved

students' study routine and responsible use of AI at their homes.

Future Researchers It will serve as a reference and source of information on

students’ strategies in avoiding brain rot caused by excessive use of AI.

SCOPE AND LIMITATION

This study focuses on the strategies students use to avoid brain rot caused by

excessive use of AI at ACLC College of Taytay. The respondents of this study are

students from ACLC College of Taytay. The study examines students’ use of AI

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and how it may affect their learning habits, academic performance, and focus. It

also looks at the ways students try to lessen the negative effects of relying too

much on AI. A survey questionnaire is used to collect the data.

This study only includes students from ACLC College of Taytay and does not

include students from other schools. The data are gathered through surveys, so

some responses may not be fully accurate or honest. The study focuses only on

excessive use of AI and does not include other tools or apps. The results are

limited to the time when the survey was conducted. The study does not directly

measure students’ actual grades or mental health status, only their self-reported

experiences and opinions.

DEFINITION OF TERMS

Academic Integrity – Using AI as a helpful tool for learning rather than a shortcut

to bypass assignments or cheating.

Artificial Intelligence (AI) – Digital tools (like chatbots) used by ACLC Taytay

students to assist in researching and organizing schoolwork.

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Brain Rot – A slang term for the mental fog and loss of focus caused by over-

consuming low-effort digital or AI content.

Cognitive Atrophy – The weakening of memory and problem-solving skills due to

a lack of mental "exercise" when over-relying on technology.

Digital Fatigue – Mental exhaustion and tiredness caused by spending too much

time using AI and digital screens.

Digital Hygiene – Healthy habits used to limit screen time and set boundaries for

technology use.

Self-Regulation Strategies – Personal methods students use to control their AI

habits, such as manual fact-checking and setting AI-free study times.

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