arXiv subjects

Jaymark A. Yambao

Publications and source records attributed to Jaymark A. Yambao.

6 recordsLinked to original sources

arXiv2026

Towards the Development of Detection of Learned Helplessness in Mathematics: Design and Data Collection Challenges from a Developing Country Perspective

This study investigates the challenges in designing, data collection, and implementation of a web-based Tutoring System (TS) for teaching linear equations within a developing country context. Originally designed as an Android app, the system was redeveloped as a web application to facilitate cross-platform access and data collection. This redesign enabled enhanced tracking through interaction logs and included features like problem skipping, hints, difficulty-based problem sequencing, and game modes with adaptable progression (e.g., easy-to-hard, hard-to-easy). The main objective was to document the design and data collection challenges encountered in data collection for the development of a model capable of detecting learned helplessness in students' behaviors while using a web application for solving linear equation. Challenges included outdated devices, unreliable internet, and logistical constraints such as limited session durations and delays in obtaining approvals. Environmental disruptions like class cancellations and curriculum gaps further complicated the process, with only 118 out of 410 students eligible and actively participating. These obstacles highlight the complexities of collecting interaction data for detecting learned helplessness in real-world, resource-constrained educational settings.

cs.CY↗

arXiv2025

Assessing novice programmers' perception of ChatGPT:performance, risk, decision-making, and intentions

This study explores the novice programmers' intention to use chat generative pretrained transformer (ChatGPT) for programming tasks with emphasis on performance expectancy (PE), risk-reward appraisal (RRA), and decision-making (DM). Utilizing partial least squares structural equation modeling (PLS-SEM) and a sample of 413 novice programmers, the analysis demonstrates that higher PE of ChatGPT is positively correlated with improved DM in programming tasks. Novice programmers view ChatGPT as a tool that enhances their learning and skill development. Additionally, novice programmers that have a favorable RRA of ChatGPT tend to make more confident and effective decisions, acknowledging potential risks but recognizing that benefits such as quick problem-solving and learning new techniques outweigh these risks. Moreover, a positive perception of ChatGPT's role in DM significantly increases the inclination to use the tool for programming tasks. These results highlight the critical roles of perceived capabilities, risk assessment, and positive DM experiences in promoting the adoption of artificial intelligence (AI) tools in programming education.

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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.

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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.

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arXiv2022

Development of Augmented Reality Application for Made-to-Order Furniture Industry in Pampanga, Philippines

The focus of the study was to develop a mobile application utilizing marker-less augmented reality for specific made-to-order products to support furniture and fixtures businesses. The study implemented mixed-methodology to properly identify the various stakeholders' considerations in developing the application. Interviews with key informants were conducted to ensure that the features were appropriate for the intended user needs, and selected ISO standards were used as evaluation criteria. The results indicate that the mobile application with marker-less AR technology was found to be highly acceptable by three evaluators (i.e., customers, owners, and IT experts). The study also highlighted the use of AR-related technology in this case, where marker-less has the potential to improve customer purchasing experience even further. Future studies may include using newer technologies to further improve the application. The study suggests that Augmented Reality technology could be used to connect specific businesses directly to consumers regardless of setting or context.

cs.HC↗

arXiv2020

Towards the Development of 3D Engine Assembly Simulation Learning Module for Senior High School

The focus of the study is to develop a 3D engine assembly simulation learning module to address the lack of equipment in one senior high school in the Philippines. The study used mixed-method to determine the considerations needed in developing an application for educational use particularly among laboratory/practical subjects like engine assembly. The study used ISO 25010 quality standards in evaluating the application(n=153 students and 3 ICT experts).Results showed that the application is moderately acceptable(overall mean = 3.52) under ISO 25010 quality standards. The study created an engine simulation learning assembly in which teachers can use to augment their lesson. The study also highlights the applicability of using 3D-related technologies for practical and laboratory subjects particularly highly technical-related subjects. Future studies may develop a similar application in the same context using mobile and other emerging technology(i.e., Virtual Reality, Augmented Reality) as well as making the content more customizable. Effectivity of the system in an actual setting is also worth pursuing. The study highlighted the potential use of 3D technology in a classroom setting.

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