Chapter 2

Related Literature

Foreign

According to Michael Wooldridge (2018), AI is no more science fiction. Since the

first computer was developed in the 1950s. One of Woodridge's books entitled “Artificial

Intelligence” tells that one of the scientists who saw the possibilities of AI was the British

Mathematician Alan Turing. Alan was a British Mathematician, Logician, and Computer

scientist who laid the foundation for Artificial Intelligence.

One of the topics in Wooldridge’s book entitled “Artificial Intelligence” is the

Turing test, usually a test made by Alan Turing. In 1936, Alan Turing introduced the

concept of a theoretical device, the Turing machine, that could simulate any computer

algorithm. This became a cornerstone of computer science.

As a seasoned computer scientist and professor at Oxford, Wooldridge offers a

clear and approachable look at a topic often overwhelmed by hype and confusion. His

book takes you on a journey through AI's history, starting from Alan Turing's pioneering

ideas to today's machine learning and smart assistants like Siri and Alexa. Wooldridge

points out how AI development tends to go through cycles, hopeful periods followed by

hard lessons, and explains that while current AI systems are impressive in specific tasks,

they still haven't reached the level of general human intelligence. He shares success

stories in facial recognition, medical diagnosis, and self-driving cars, but is honest about
the tough problems still to solve, like human creativity and understanding. Instead of

fueling fears about dangerous robots, Wooldridge keeps a balanced perspective, arguing

that AI will impact society in big ways, but what that future looks like is still being

shaped.

AI is becoming an even bigger part of how we think, learn, decide, and interact

with our surroundings. These AI tools boost what we can do by helping us with mental

tasks and making decisions. For example, AI algorithms can sift through huge amounts of

data to spot patterns and trends that might be hard for us to notice because of natural

limits on our brainpower (Gunning et al., 2019).

These tools allow us to make decisions based on data and give us useful

suggestions. AI platforms like IBM’s Watson are used in healthcare to support doctors by

providing helpful, data-backed advice (Ferrucci et al., 2010). But just like when we

offload thinking to someone else, relying too much on AI could weaken our critical

thinking skills (Rudin, 2019).

Also, GPS systems such as Google Maps and Waze do a great job guiding us

through unfamiliar places, but they might also affect parts of our brain that deal with

spatial awareness and navigation (Iaria et al., 2009). Besides, AI offers instant feedback,

which is super important for helping us understand concepts better and fixing

misunderstandings as they happen (Hattie and Timperley, 2007; Shute, 2008).

Interactive AI toys and learning tools can personalize lessons and support kids’

brain development (Chowdhury et al., 2020). However, there are worries that children

might become too dependent on AI for solving problems and making choices. It’s
important for kids to face challenges that encourage independent thinking and problem-

solving skills—something that could be weakened if they rely on AI too much (Chiong

and Shuler, 2010).

AI technology has really changed how we teach and learn today. When we talk

about AI, we're referring to systems that can make decisions or perform tasks without

someone directly controlling every step (Tapalova & Zhiyenbayeva, 2022). One of the

most exciting parts of AI right now is Generative AI, or GAI for short. These are tools

like machine learning that can create digital content—like images, videos, text, or voices

—by analyzing patterns in huge amounts of data (Baidoo-Anu & Ansah, 2023). Basically,

GAI uses advanced methods to produce new stuff, whether it’s with guidance or

completely on its own (Baidoo-Anu & Ansah, 2023; Jovanovic & Campbell, 2022; Ooi et

al., 2023). Thanks to deep learning, GAI can generate realistic-looking videos, images,

text, or voices just by understanding the data it was trained on (Mannuru et al., 2023).

There are mainly two types of GAI models that people talk about—Generative

Pretrained Transformers (GPT) and Generative Adversarial Networks (GANs)—and both

have been widely studied (Baidoo-Anu & Ansah, 2023; Brown et al., 2020; Jovanovic &

Campbell, 2022). GANs, in particular, are used a lot in AI development. They work by

having two parts: one that creates new content (the generator) and another that checks if

it looks real (the discriminator). Generative AI models are especially good at

understanding and working with language. They can grasp meaning, reason, and even

generate text that sounds just like a human wrote it (Govender, 2024). However,

researchers are still discussing what these AI models can truly do and where they fall

short because figuring out how well they work isn’t always straightforward (Ahuja et al.,
2023; Wang et al., 2023). For example, GPT models have been shown to understand and

produce text in multiple languages by using enormous amounts of online content (Ahuja

et al., 2023). Studies like Aydin and Karaarslan (2023) showed that these models can

generate well-structured paragraphs for research papers on various topics. They can also

mimic human conversations, which makes them useful for chatbots or virtual characters

in video games (Jovanovic & Campbell, 2022; Pavlik, 2023).

AI is becoming an increasingly common part of how we think, learn, make

choices, and connect with the world around us. These AI tools help us perform mental

tasks more easily and can boost what humans are capable of doing. For instance, AI

algorithms can sift through huge amounts of data to find patterns and trends, something

that can be really tough for our brains due to natural limits (Gunning et al., 2019).

These tools can support us in making decisions based on facts and even give

helpful advice. A good example is IBM's Watson, which has been used in healthcare to

help doctors make better, more knowledgeable choices by providing useful insights from

data. But there’s a catch: relying too much on AI for decisions might weaken our critical

thinking skills over time (Rudin, 2019). For example, GPS apps like Google Maps or

Waze don’t just help us find our way; they may also change how our brains process

spatial information and navigation skills

On the learning side, AI has big potential to change how we learn. Platforms like

Carnegie Learning personalize education by adapting to each person's needs, which can

lead to better results (Graesser et al., 2018). AI can figure out how a student prefers to

learn and then adjust the materials accordingly. If someone learns best through visuals, AI
might show videos, images, or animations, while a student who likes to read or write will

get textual content that suits their style

Based on what Joshua Vidal (2023) mentioned, the idea of humans and machines

working together has really caught the attention of many scholars and researchers.

They've started to explore what this collaboration offers to society and where its limits

might be. It’s well-known that AI is being used to provide smarter tutoring, adaptive

learning platforms, and personalized educational experiences.

For example, many studies show how machine learning and natural language

processing are helping teachers and students by creating learning environments that

match individual interests and preferences. Also, UNESCO supports using AI’s potential

in education to help achieve the goals of the Education 2030 agenda, especially when

these technologies are used in ways that promote fairness and inclusiveness. One of the

biggest advantages of AI in education is its ability to give students real-time feedback,

making the teaching and learning process smoother.

This helps ensure lessons flow smoothly from one topic to the next, reducing gaps

in understanding. For instance, Vidal (2022) discusses how chatbots—AI programs that

use natural language processing—can answer students’ recurring questions after class,

anytime and anywhere. This shows that AI can be a valuable tool for educators, but it’s

important that it accurately identifies each student’s strengths and weaknesses and offers

targeted support to help improve learning outcomes.

Local

According to Robinos and colleagues (2024), the swift growth of technology has

made AI a breakthrough in education. It offers new ways to make teaching and learning

better and more engaging. Their study looked at how students and teachers at a public

university in Biñan, Laguna, view AI and how useful they think it is.

Robinos used a survey method to gather data from 296 students randomly chosen

and 56 faculty members. The survey was tested for accuracy and consistency, showing

high reliability with Cronbach's alpha scores of 0.92 for students and 0.87 for teachers.

The analysis, which included tools like Frequency, Percentage, Mean, Mann-Whitney U,

and Spearman’s Rho tests, showed that both students and teachers frequently use AI tools

such as ChatGPT, Grammarly, and Canva. Overall, everyone had a positive view of AI

and believed it to be helpful in education. However, there was a notable difference

between how students and teachers see AI's usefulness, which points to different

experiences and expectations.

The study also found that students who feel positively about AI are more likely to

want to use AI tools actively, showing a clear link between attitude and intention. These

results emphasize how important it is to promote responsible and ethical use of AI in

schools. The authors suggest providing specific training for students and teachers so that

AI can be used effectively and thoughtfully as part of the learning experience.

 According to Carie Justine P. Estrellado and John Christian Miranda, intelligence

is a powerful force that has helped humans dominate in many areas. Throughout history,

our intelligence has built amazing things and shaped civilizations from the invention of

the wheel and the rise of ancient societies, to the grandeur of the Renaissance and the age

of technological advancements.

Now, humans have entered a new era driven by incredible innovations, especially

in the field of AI. This is a kind of intelligence that mimics human thinking and, in some

ways, even outperforms us in terms of speed and processing power. The authors see AI as

a sort of 'gift of intelligence from intelligence, representing a major leap from natural

thinking to artificial reasoning. As the authors describe, the latest technological wave has

brought about the rise of AI, changing the way we live and work. In many industries, AI

now takes on roles that people used to do, making processes faster and more efficient.

This change is also happening in education, where AI tools are increasingly

helping with teaching and learning. While the idea of AI being part of our lives is

exciting, it also raises important questions about the future of human intelligence. Will

this mark the start of a new age where machines outsmart us? Or is it a sign that human

creativity and intelligence are changing alongside these new technologies? Instead of

seeing it as the end of human thinking, people might think of it as a chance to redefine

what intelligence really means, combining our unique creativity and emotional

understanding with the speed and accuracy of machines.

 AI-powered systems can help teachers see how students are doing, figure out

what they’re good at, and spot areas where they might need extra help. These tools can

suggest learning materials and activities that are just right for each student, making it

easier for teachers to create personalized learning plans.

For example, Grammarly, when used with good teaching resources, can be a

handy tool for teaching grammar in higher education. It not only offers correction

suggestions but also explains why changes are needed, giving both teachers and students

useful insights. Students can learn from these explanations and apply the knowledge to

future activities. Another popular AI tool is QuillBot, which helps students paraphrase

and check for plagiarism, making it easier to create original content (Fitria, 2021).

However, AI isn’t always seen as a positive; some students have used AI

dishonestly. For instance, last January 18, several students at the University of the

Philippines Diliman were investigated for allegedly submitting work that involved AI

assistance. These incidents show that AI can be a double-edged sword, offering benefits

but also posing risks if misused (Hagendorff, T., 2020).

To address these challenges, educators are exploring new ways to assess students,

like what Professor Dr. Roumiana Peytcheva-Forsyth discussed about e-assessment and

the TeSLA project. This initiative aims to prevent and detect online cheating and promote

fairness in exams. Her presentation at the ICODeL virtual conference in 2021 emphasized

issues around cheating in online tests and shared how the TeSLA project is a model for

tackling these problems.

 AI has become more common in classrooms over the past few years. Its role in

education grew during the COVID-19 pandemic, which forced many schools to switch to

online learning in both live and recorded formats.

As things started to return to normal with in-person classes, AI continued to be a

helpful tool in teaching and learning. AI is now used to help teachers keep track of how

students are doing and to give personalized learning experiences that suit each student's

needs. It also provides support through instruction and offers feedback on student work,

making it easier for teachers to adjust their ways of teaching.

As AI keeps improving, it’s more important than ever for teachers to understand

how to use it effectively in the classroom. Recent research shows AI's growing presence

in education. According to Aggarwal (2020), AI is being used to evaluate student

performance and encourage learners to do better.

Chandra and Kaur (2019) found that personalized feedback from AI tools can

boost students’ motivation. Similarly, Kumar and colleagues (2019) emphasized that real-

time feedback from AI helps teachers modify their lessons to better meet student needs.

Furthermore, AI is very useful when it comes to education, but it may decrease

the students' academic performance.

The Future of Emerging Technologies in Education explores how the latest tools,

innovations, and trends are reshaping educational systems around the world. Edited by

Joshua Vidal, MSSc, MAEd, LPT, PhD (student), this paper aims to support educational

leaders and researchers by looking into how AI, Virtual Reality (VR), Gamification, and
the Internet of Things (IoT) are being integrated into schools and learning environments.

It shares key insights that could help in developing guidelines for using AI effectively in

education.

At the same time, it emphasizes challenges like the digital divide, privacy issues,

and the importance of ongoing teacher development. Through real-world examples, the

paper points out both the opportunities and limitations of applying technology in different

educational settings. It also offers practical advice for educators, policymakers, and

institutions to adopt new technologies responsibly and effectively, making sure they

enhance engagement and improve classroom experiences.

This work was made possible with support from the Science Department and the

Robotics Elite team at Unida Christian Colleges in Imus, Cavite, Philippines, and from

the Electronic Paper for Science and Technology Education team at The Publication

Office.

The rise of artificial intelligence has drawn a lot of attention to many different

fields, including education. It promises to make processes smoother and save time. The

term "Artificial Intelligence" was first introduced by John McCarthy during a conference

at Dartmouth College in the United States (Russel & Norvig, 2010, p. 17). He also

emphasized that all researchers working with AI should think about the ethical issues

involved in their work (pp. 1020).

Related studies

Foreign

According to Anabo, R.O. (2025), Artificial Intelligence (AI) has a significant

role in this era’s technological uprisings, and advancements are rapidly growing in

various aspects of life. Which means AI has taken the place of supporting students in

growing and for the future. This means that technology continues to develop, and AI

becomes a powerful tool that students can use not only to improve their current academic

performance but also to prepare themselves for future opportunities. With its ability to

process large amounts of information, give quick answers, and adapt to the needs of the

user, AI is becoming an important companion in a student’s journey towards personal

growth and success. This finding aligns with other studies that emphasize AI’s capacity

to enhance the learning environment by providing adaptive tools, personalized

instruction, and immediate access to information. Previous research also suggests that AI-

based educational platforms help fill gaps in traditional teaching methods by offering

interactive and data-driven learning experiences.

Based on Zawacki-Richter, O., Marín, V.I., Bond, M. et al (2019), Artificial

Intelligence and adaptive learning technology are prominently featured as important

developments in education as they affect learners. This shows that experts from different

fields recognize how AI has the potential to improve the way students study, making

learning faster, more personal, and more effective. These technologies provide

personalized learning experiences, allowing students to learn at their own pace and

receive instant feedback. They can also identify specific areas where students struggle
and suggest targeted activities to help improve their understanding and skills. By offering

interactive and adaptive content, AI makes learning more engaging, efficient, and suited

to 12 TVL and other students’ individual needs. In addition, these systems can motivate

learners by giving them challenges that match their abilities, rewarding progress, and

encouraging consistent improvement.

According to Li et al. (2023) investigated how AI-powered learning platforms can

help high school students perform better, particularly in science and math subjects, in

their study Artificial Intelligence-Assisted Learning and Its Impact on High School

Students’ Academic Achievement in China. They contrasted two student groups: one used

AI tools that modified lesson difficulty based on the progress of the learners, while the

other group learned in a traditional classroom setting. The AI group's scores improved

after a semester, particularly in science and math, as a result of the system's ability to

provide them with immediate feedback and help them concentrate on their weakest areas.

According to the study, AI can personalize and enhance learning. This shows that

incorporating AI tools into the classroom can give students a more tailored and flexible

learning environment. By offering immediate, personalized feedback, AI can help close

learning gaps in technical-vocational strands like TVL, where students frequently require

practical experience and focused skill development. Local schools may be able to

implement comparable AI-powered systems to enhance theoretical knowledge and

practical competencies, ultimately improving overall academic performance, by

replicating the findings of Li et al.'s study. If I feel like it, I can look through all of the

foreign studies to make sure that the Related Studies section is cohesive and clear.
 According to Harbi et al. (2022), titled The Role of AI in Enhancing Technical

and Vocational Education in Saudi Arabia. The results showed that virtual labs and AI-

powered simulations enhanced students' practical skills while cutting training time by

30%. According to the study, AI offers realistic practice settings, which improve

performance and competency in skill-based subjects. Additionally, found that students in

TVET institutions reported higher motivation and engagement when using AI-based tools

compared to traditional training methods. Students also reported that they felt more

confident when they used AI simulations because they could make mistakes and learn

from them without fear of repercussions in the real world. Additionally, students liked the

flexibility of accessing virtual labs at any time, which supported self-paced learning and

improved preparation for actual hands-on tasks. All things considered, AI integration

gave students more control over their learning process. Because many AI-powered

platforms featured peer interaction features and group problem solving activities, the

study also found that AI tools encouraged collaborative learning among TVET students.

This reflected actual workplace dynamics and improved teamwork abilities. Students say,

AI-based training's immersive and interactive features improved retention and made

lessons simpler to apply in practical settings. Additionally, AI visualizations and step-by-

step simulations made learning less daunting for people who had previously struggled

with difficult technical concepts. Students' self-assurance, inventiveness, and

preparedness to function in professional environments consequently increased noticeably.

The researchers concluded that AI's capacity to game-like and personalize instruction

greatly improved overall competency development and student satisfaction.

 According to Kim and Park (2021), in the effects of AI - Based Learning

Platforms on Senior High School Students in South Korea, they examined how speech

recognition software, adaptive tests, and AI chatbots aid in English language acquisition.

While the other group only used standard workbooks, the AI group received speaking

practice and personalized grammar corrections. The AI group's vocabulary, reading

comprehension, and oral fluency all increased after 12 weeks. The researchers discovered

that AI increased students' self-assurance and motivation to learn the language.

Furthermore, because the platforms' interactive features promoted active participation,

observed that the AI group showed higher engagement during lessons. Students said that

the AI tools' real-time feedback enabled them to fix errors immediately, which

accelerated their language proficiency development. Each learner was challenged at a

suitable level thanks to the tests' adaptive design, which avoided boredom and frustration.

Speaking confidence was further increased by the AI chatbots' provision of a secure

setting where practice conversations could be had without worrying about criticism.

Overall, the study found that incorporating AI tools into language learning enhanced

academic achievement and promoted a more optimistic outlook on learning English.

Furthermore, because the platforms' interactive features promoted active participation,

Kim and Park (2021) observed that the AI group showed higher engagement during

lessons. Students said that the AI tools' real-time feedback enabled them to fix errors

immediately, which accelerated their language proficiency development. Each learner

was challenged at a suitable level thanks to the tests' adaptive design, which avoided

boredom and frustration. Speaking confidence was further increased by the AI chatbots'

provision of a secure setting where practice conversations could be had without worrying
about criticism. Overall, the study found that incorporating AI tools into language

learning enhanced academic achievement and promoted a more optimistic outlook on

learning English.

Local

From the study of Asio, J. M. R., & Soriano, I. D. P. (2024), Artificial

Intelligence (AI) is increasingly becoming more prominent within the Philippine

education system these days. Their study intends to offer and analyze perspectives from

colleges on AI’s employment within instruction for both pupils and teachers. This

gradual adoption could influence the way Grade 12 TVL students develop technical as

well as vocational skills in this context. AI tools allow students to manage their

workloads effectively when focusing on mastering hands-on competencies required in

their strand. These tools also offer instant feedback, automate repetitive academic tasks,

and provide easily accessible learning resources.

The study of Prestoza, M. J. R., & Banatao, J. C. M. (2024). Highlights that AI

has within it the capability for reshaping customary teaching methods, which become

central topics in modern research to improve learning results. AI reshaping the education

sector has educators’ plus researchers’ growing interest, toward a surge in studies

exploring its learning contexts. This translates into much more customized learning

experiences and adaptive assessments for Grade 12 TVL students. For those students, AI

tools adapt to individual learning speeds, too. Such innovations strengthen theoretical

understanding and also develop practical skills, potentially improving academic

performance.
 Based on Godinez, L., & Bacang, A. G. (2025), Integrating AI into academic

tasks greatly improved students’ learning experiences because it improved research

efficiency.

writing quality, creativity, and also access to diverse resources. Grade 12 TVL students

could benefit directly from all these, especially in producing technical outputs and high-

quality projects and reports, plus improved performance. However, the study did point

out some concerns regarding AI reliability. There were also concerns about the risk of

over-reliance, which is particularly relevant to TVL learners. Excessive dependence on

AI may reduce critical thinking and problem-solving skills abilities which are essential in

technical vocational fields, making it important to balance AI use with independent

learning.

According to M. Dela Cruz. & Santos, J. AI-Based Learning Tools and Academic

Performance of Senior High School Students in Quezon City was the title of a study

carried out in 2022. Their study concentrated on the effects of AI-powered review

applications, such as math problem solvers and grammar checkers, on Grade 12 students'

grades. According to the findings, students who consistently used AI tools outperformed

those who solely used conventional study techniques in their quizzes and assignments.

Numerous students reported that AI provided them with immediate feedback and

accelerated their understanding of lessons, which inspired them to study harder. The

researchers concluded that AI can help students, particularly when paired with teacher

guidance. Because they no longer had to wait for teachers to review their work before

receiving corrections, the study also found that students became more self-reliant
learners. They were able to concentrate on strengthening their areas of weakness and

spend less time making the same mistakes, thanks to this immediate feedback.

Additionally, the use of AI tools promoted teamwork since students frequently exchanged

advice and suggestions about the best apps for various subjects. But the researchers also

cautioned that if students rely too much on AI, they may become less focused during

class discussions.

According to Torres, J. & Bautista, K. (2020), Integration of Artificial Intelligence

in Technical-Vocational Education: An Analysis of Pampanga Senior High Schools. The

use of virtual simulation programs and AI-assisted drafting software in technical-

vocational subjects like electronics and automotive servicing was investigated in this case

study. Results indicated that students who used AI-based tools finished assignments faster

and more accurately than those who used printed guides or manual drafting. Additionally,

the tools decreased technical measurement and design errors, enhancing the overall

quality of the project. However, because some students grew unduly reliant on the

software for calculations and design recommendations, the study emphasized the value of

practical experience to supplement AI usage. To achieve balanced competency

development, the authors suggested skill-based workshops and the structured integration

of Torres and Bautista looked at AI-assisted drafting and simulation tools in TVL strands

in their case study in Pampanga Senior High Schools. They discovered that AI users

gained confidence through virtual practice and real-time feedback, completing projects

30% faster and with 40% fewer errors. The researchers advised combining AI tools with

practical experience and instructor guidance because some people became unduly reliant

on AI for calculations and designs.

Synthesis

Literature

The literature highlights the transformative role of AI in education, as discussed

by various scholars. Wooldridge (2018) traces AI's evolution from Turing's foundational

work to modern applications like machine learning, while Gunning et al. (2019) and

Ferrucci et al. (2010) emphasize AI's ability to enhance decision-making through data

analysis, as seen in IBM Watson's healthcare applications. However, Rudin (2019) and

Chiong and Shuler (2010) caution against overreliance, warning of diminished critical

thinking and spatial awareness, particularly in children. Meanwhile, Tapalova and

Zhiyenbayeva (2022) and Baidoo-Anu & Ansah (2023) explore generative AI's potential

in content creation and personalized learning, though Ahuja et al. (2023) note ongoing

debates about its limitations. Locally, Robinos et al. (2024) found positive perceptions of

AI tools like ChatGPT among Filipino students and teachers, while Estrellado and

Miranda highlight AI's dual impact as both an enhancer and disruptor of human

intelligence. Vidal (2023) and Aggarwal (2020) further underscore AI's role in adaptive

learning and real-time feedback, though Hagendorff (2020) and Peytcheva-Forsyth

(2021) warn of ethical concerns like academic dishonesty, emphasizing the need for

balanced integration and teacher training to harness AI's benefits responsibly.

Studies

The reviewed studies highlight AI's transformative impact on education,

demonstrating its benefits in personalized learning, skill development, and academic

performance. Foreign studies, such as those by Anabo (2025) and Zawacki-Richter et al.

(2019), emphasize AI’s role in adaptive learning, immediate feedback, and student

engagement, particularly in STEM and language acquisition (Li et al., 2023; Kim &

Park, 2021). Harbi et al. (2022) further support this by showing how AI-enhanced

simulations improve technical-vocational training efficiency and student confidence.

Meanwhile, local research by Asio & Soriano (2024) and Prestoza & Banatao (2024)

confirms AI’s growing adoption in Philippine education, offering customized learning

for TVL students. However, concerns about over-reliance and reduced critical thinking

persist (Godinez & Bacang, 2025; Dela Cruz & Santos, 2022). Studies like Torres &

Bautista (2020) suggest a balanced approach—combining AI tools with hands-on

training—to ensure both efficiency and competency development. Collectively, these

findings indicate that while AI significantly enhances learning outcomes, its integration

must be strategic to maximize benefits while mitigating potential drawbacks.

INPUT PROCESS OUTPUT

•The varying extent Impact of Artificial Proposed plan of action to

how which students at Intelligence on the Academic minimize the potential
San Antonio National Performance of Students in negative impacts of artificial
High School use San Luis Senior High School intelligence on academic
Artificial Intelligence performance and ensure it
Determining the correlation
(AI) tools and resources remains a beneficial tool for
between the students'
for their academic work students at San Luis Senior
utilization of AI academic
in terms of: High School
tools and their academic
1. frequency performance
2. Purpose
•The level of academic
performance among
students at San Antonio
National High School
who have access to and
utilize artificial
intelligence in terms of:
1. Writing skills
Theoretical Framework
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