Freneil R. Pampo | Searcharxiv

arXiv2025

Trust, Usefulness, and Dependency on AI in Programming: A Hierarchical Clustering Approach

While AI tools are transforming programming education, their adoption in underrepresented countries remains insufficiently studied. Understanding students' trust, perceived usefulness, and dependency on AI tools is essential to improving their integration into education. For these purposes, this study surveyed 508 first-year programming students in Pampanga, Philippines and analyzed their perceptions using hierarchical clustering. Results showed four unique student profiles with varying in trust and usage intensity. While students acknowledged AI tools' benefits, dependency remained low due to limited infrastructure and insufficient exposure. High-frequency users did not necessarily report greater trust or usefulness which may indicates a complex relationship between usage patterns and perception. This study recommends that to maximize AI's educational impact, targeted interventions such as infrastructure development, training programs, and curriculum integration are necessary. This study provides empirical insights to support equitable and effective AI adoption in programming education within developing regions.

cs.CY↗

arXiv2025

Dependency on Meta AI Chatbot in Messenger Among STEM and Non-STEM Students in Higher Education

To understand the potential dependency of tertiary students regarding Meta AI in the academic context. This descriptive cross-sectional study surveyed 872 tertiary students from public and private institutions in Luzon, Philippines. Demographic information and perceptions on Meta AI dependency based on existing literature were collected. Descriptive statistics were used to summarize the data and differences between STEM and non-STEM students were analyzed using the Mann-Whitney U test. The results indicate a nuanced perspective on Meta AI chatbot use among students. While there is general disagreement with heavy reliance on the chatbot for academic tasks, psychological support, and social factors, there is moderate agreement on its technological benefits and academic utility. Students value the Meta AI convenience, availability, and problem-solving assistance, but prefer traditional resources and human interaction for academic and social support. Concerns about dependency risks and impacts on critical thinking are acknowledged, particularly among STEM students, who rely more on chatbots for academic purposes. This suggests that while Meta AI is a valuable resource, its role is complementary rather than transformative in educational contexts, with institutional encouragement and individual preferences influencing usage patterns. Students generally hesitate to rely heavily on meta-AI chatbots. This reflects a preference for traditional resources and independent problem-solving. While students acknowledge AI chatbots academic benefits and technological convenience, concerns about overreliance and its impact on critical thinking persist, particularly among STEM students, who appear more inclined to integrate these tools into their studies.

cs.CY↗