CHAPTER II

REVIEW OF RELATED LITERATURE AND

STUDIES

This chapter presents the foreign and local review of related

literature and studies specifically on the different perspectives of the
authors, understanding their ideas, generalization and conclusions
of the previous researchers.

A. Foreign Review of Literature

Exploring their use and perceptions of GenAI in teaching and

learning. The survey was administered via an online questionnaire,
consisting of both closed-ended and open-ended questions in order a
large population of responses. The initial questionnaire was
developed by drawing upon similar studies and existing
questionnaires on teachers’ and students’ perceptions of educational
technologies in higher education. To ensure the relevance and
clarity of the questionnaire items, pilot studies were conducted prior
to formal data collection. And the questionnaire was modified based
on the feedback from the pilot study. The final version of the
instrument comprises a pool of 26 items, employing a 5-point Likert
scale ranging from “Strongly agree” to “Strongly disagree,” as well
as 3 open-ended questions to gather additional insights and
perspectives from the respondents. Topics covered in the survey
encompassed their knowledge of GenAI technologies like ChatGPT,
the incorporation of AI technologies in higher education, potential
challenges related to AI technologies, and the influence of AI on
teaching and learning.

The study of student perceptions of GenAI, such as ChatGPT, in

higher education reveals a complex and nuanced picture of both
enthusiasm and concerns. The findings of this study provide an
insightful understanding of university students’ perception. It is
evident that students are generally familiar with GenAI
technologies, and their level of familiarity is influenced by factors
such as knowledge about GenAI and frequency of use. The results
also highlight the potential benefits and risks associated with using
GenAI in teaching and learning, which are perceived differently
among students based on their experiences with GenAI technologies.
This CMDA, specifically, used an inductive content analysis of
textual and written data alongside its primary research questions
that explored how different writers of mainstream STEM journals
and higher education magazines have framed potential crises in
academic research and publication, teaching, and learning.
Moreover, HR management expressed concerns about ethical issues
and risk factors influencing contemporary STEM research and
higher education development. The authors adopted and applied
Altheide and Schneider’s (2013) approach to CMDA, which
indicates stages of textual and written data analysis, including
protocol data collection, formatting, framing, and discoursing

The current study also focused on illuminating growing concerns

about students’ academic writing issues and professors’ anxiety and
worries about their teaching morale and faith in their classes. These
issues are not only instructors’ concerns but higher education
policy-decision makers’ tasks. Hence, this study called upon more
intellectuals to take their educative, social, and political roles to
engage with the public and share their authentic voices to enhance
ground rules in teaching and learning.
Meanwhile, there were a few notable limitations. Initially, this study
identified various risk factors, incidents, and conflicts of interest
among academic editors, instructors, and students, and their
positionalities concerning the use of AI chatbots in STEM research
and interpreting the future of human intelligence in higher
education have still been ambiguous. Thus, this study recommends
that future scholars expand the current research topic and
continually investigate the future of human intelligence in the global
academy.

B. Local Review of Literature

These research articles focus on the integration and impact of

artificial intelligence (AI) in STEM education, particularly in the
Philippines and China. Joseph Kanyike's first article talks about the
promise of AI to customize learning and enhance teaching methods,
and the need to provide serious consideration to the complex social
and pedagogical concerns entailed in the integration of AI in STEM
education. The second article by Samson Mayowa discusses the
catalytic capability of AI adoption within the STEM curriculum
addressing challenges such as planning of the curriculum,
infrastructure, and training of the teachers.
The third article by Angelica S. Fortuna discusses the co-relation
between performance and the use of CICI AI applications in Gen Z
STEM students to conclude that while usage of AI permeates, it is
not a requirement to academic performance. The fourth
contribution, from Hongwu Yang, is the AI-STEM PDF, an
experiential implementation model, for AI literacy promotion of
students through experiential learning of STEM projects. Lastly,
John Mark R. Asio's fifth entry is the state of AI integration in
Philippine Higher Education Institutions and comes to the
significance of institutions weighing the advantages and
disadvantages of AI integration before actual implementation to the
curriculum. Collectively, these studies offer a report of mounting
adoption of AI as a driver of innovation in STEM education, where
there is a cry for careful planning, ethics, and considered integration
in trying to achieve the potential benefits of AI and counter its
deficiencies.

The only common thread running across these studies is the

acknowledgment of the power of AI to transform teaching and
learning in STEM subjects. Joseph Kanyike's research examines the
potential for AI to personalise learning experiences, providing
adaptive education that caters to the unique students' learning styles
and needs. Samson Mayowa also centers on the potential of AI to
accommodate diverse student needs, resulting in increased learner
engagement and fostering a more diversified learning environment.
Both authors see the potential of using AI to improve pedagogy in
an effort to provide educators with data-driven insights into how
students learn and assist them in creating improved teaching
techniques.

However, the study also demands diligent and intentional

application of AI to education for STEM. Kanyike cautions against
the pitfalls of AI pushing teachers out of the classroom and
exacerbating education disparities. Mayowa points out that the
technical and infrastructural challenges of integrating AI need to be
met, e.g., strong infrastructure, educating teachers, and fair access
to AI. Added complexity comes from Fortuna's research that finds
while AI tools like CICI are widely used, they may not be the sole
decisive factor in academic performance, which suggests students'
motivation and learning preferences also have a critical part to play.

The Yang and Asio articles are rich with information on practical
ways of incorporating AI into STEM studies. The construction of
the AI-STEM PDF by Yang is full of parameters for constructing
powerful and interactive courses of AI, including interdisciplinary
education, experimentation, and building AI literacy. Asio's work
presents the case for Philippine schools of learning to weigh
meticulously well the moral import of AI before implementing it as
part of their curriculum, much with an assertive push to have good
polices and policies addressing issues in data privacy issues and for
achieving fair and equitable use of AI.

Research works like such, therefore, render a detailed-enough

picture of the interconnected fabric of the educational role of STEM
and that of AI. As potent as AI is for development in teaching and
learning, its deployment can only be beneficial through a
coordinated and well-articulated strategy that ignores both the
technology and the ethical issues arising from this new technology.
The reports recommend additional studies, coordination of teaching
and technology groups, and intentional scrutiny of social and
economic implication effects of AI use by STEM education.
Foreign Studies

The integration of Artificial Intelligence (AI) in education has grown

in recent years. A review of AI in STEM education from 2011 to
2021 highlights its benefits in enhancing student learning. AI can
facilitate personalized learning, improve engagement, and provide
real-time feedback.

A study on AI's impact on student learning found mixed results. AI

can provide additional support, leading to improved performance.
However, over-reliance on AI can hinder critical thinking.

The study notes that AI's effectiveness depends on various factors,

including the design of AI-powered learning systems. Educators
must develop strategies for integrating AI into their teaching
practices.

Overall, the research suggests that AI can transform education, but

its impact depends on how it's used. As AI evolves, educators,
policymakers, and researchers must work together to ensure AI
enhances student learning and promotes equitable access to quality
education.

Local Studies

Walter's article in the International Journal of Educational

Technology in Higher Education centered on AI adoption in
pedagogy and learning, pushing for AI literacy, prompt engineering,
and critical thinking skills. The article maintains that AI capacity to
customize learning experiences and accommodate plural
educational requirements is a principal advantage, yet effective
application needs pedagogues to redesign pedagogies, create AI
literacy programs, and infuse critical culture in managing AI
technology.

Tripathi et al, in their article published in the Journal of Big Data,

investigate the intersection of AI and sustainability by focusing on
how AI and data-driven methodologies can be applied to address
social, environmental, and economic challenges. The research
identifies the potential to develop AI into furthering the optimisation
of resources, to synergise many of the multiple aspects of
sustainability, and to enlighten choice through consideration of the
need for an organised procedure that will permit sustainable and
responsible development and usage of AI. The article further
emphasizes the demand for cooperative and collective research
which spans regional rifts, takes care of the digital divide, and
addresses concerns to overcome issues of AI prejudice and the
tendency to enlarge prevailing disparities.

Barbosa et al., through their paper published in the European

Journal of Futures Research, use an AI-informed prediction of
future events based on articles as reported in the European Journal
of Futures Research. The study applies NERMAP, an expert system
to partially automate roadmapping, in decreasing lessons and
framing the scenarios for the future. The writers cast a wide set of
prospective future events for technology, nature, population,
finance, and other domains and derive five scenarios which indicate
impending issues and challenges facing various portions of society.
The study compelled insistence for steady assessments of the
foresight tools into validation of the predictions into being down-to-
earth.
Together, these research papers highlight the diverse and growing
impact of AI throughout human endeavor. While AI can augment
education, support sustainability issues, and be the foundation of
future strategy, its takeup must have a careful and considered
method that measures up to both the technical and ethical
considerations of this transformative technology.

Synthesis of the Reviewed Literature

and Studies
These research papers indicate the growing significance of Artificial
Intelligence (AI) in every walk of human life, ranging from its
potential to transform education and solve matters related to
sustainability to that of planning for the future.

Walter's argument is strongest regarding the necessity of AI

literacy, prompt engineering, and critical thinking capacity for the
successful deployment of AI in education. While expressing
admiration for the prospects of AI for tailoring learning and
meeting diverse requirements, the paper upholds the requirement
for instructors to adapt pedagogies, develop AI literacy courses, and
instill a critical culture for cooperating with AI technology.

Tripathi et al. write about the convergence of AI and sustainability

and how AI and data-driven solutions can be used to solve intricate
social, environmental, and economic challenges. According to their
work, AI can optimize the management of resources, resolve various
domains of sustainability, and facilitate well-informed decisions. But
at the same time, they also demand such a process to ensure that AI
is responsibly and ethically developed and implemented so that
problems of AI bias and aggravation of inequalities are minimized.

Barbosa et al. adopt the approach of foresight in employing AI to

predict future occurrences based on papers published in the
European Journal of Futures Research. NERMAP, the half-
automatic roadmapping tool, is utilized in the study to investigate
large numbers of possible future occurrences and to build five
scenarios that provide insight into future challenges and
opportunities. The researchers in the study suggest the periodic
review of foresight tools with a reality check to the projections.

Therefore, these articles discover the broader spectrum impact and

increasing scope of AI in education, sustainability, and planning on
the subject of the future. Nevertheless, there is such great potential
with AI for development in these areas that its adoption must be
appropriately considered and guided by technical as well as ethical
criteria so that it is deployed in a correct and beneficial manner.
Thus, it needs ongoing research, the symbiosis between
instructionalists and technologists, and a reflective approach to
enable the social and economic dimensions of AI implementation.

To gain a comprehensive understanding of the integration of AI in

STEM education, this study conducted a systematic review of AI-
STEM empirical research from 2011 to 2021. Grounded upon GST,
we examined the AI technologies and applications in STEM
education, the characteristics of other system elements (i.e.,
information, subject, medium, environment), the distribution of AI
in these elements, and the effects of AI applications in STEM
education. To answer the first question, we found a gradually
increasing trend of AI applications in STEM education in the past
decade. Furthermore, six categories of AI applications were located,
namely learning prediction, ITS, student behavior detection,
automation, educational robots, and others (i.e., AI text book, group
formation). Regarding the characteristics of elements and the
distribution of AI in these elements, first, we found all categories of
AI techniques, especially student behavior detection, ITS, and
learning prediction, were frequently applied in the learning contents
of science and technology. Second, instructors usually involved in
STEM education to support students and they used lecturing
strategy the most frequently, followed by problem-based learning.
Automation was only applied in the lecturing instruction mode and
educational robots were most frequently applied in the problem-
based learning mode.

Third, a majority of AI techniques (except educational robots) were

applied in higher education with medium and large scale of learners.
The most frequently used AI in higher education were learning
prediction and ITSs. Fourth, computer system resource was the
most frequently used medium to convey knowledge, particularly
when it was applied in ITSs and automation, while paper, mobile
phone, and E-book resources were seldom used in AI-STEM
research. Fifth, the face-to-face environment was mainly utilized to
support all categories of AI applications, and web-based
environment was most frequently used supported with ITSs.

Regarding the third question, this review summarized the

educational and technological effects and findings of AI applications
in STEM. From the educational perspective, the results showed that
most of the AI applications had positive effects on students’
academic performance. However, insignificant improvements of
learning outcomes were also found in two empirical studies (Hellings
& Haelermans, 2020; Koć-Januchta et al., 2020).

Moreover, most students held positive attitudes towards the use of

AI technology in STEM education, and AI technologies aroused
their interest and motivation as well.

Conceptual Framework

Figure 1. The conceptual framework illustration

The Study highlighted the educational and technological aspects and
impacts of benefits gained from AI applications in STEM. From the
educational perspective, results indicated that most AI applications
produced positive effects on students' academic performance.
Insignificant improvement in learning outcomes was, however,
observed in two empirical studies. Besides, most students are
positively inclined towards the application of AI in STEM
education, which generated interest and motivation among
them.There were some discernible limitations. First, the present
study detected several risk factors, incidents, and conflicts of
interest among student editors, educators, and scholars, and their
positionalities relating to the usage of AI chatbots in research in
STEM fields and the meanings of the future of human intelligence in
higher learning have remained inconclusive. The present study thus
suggests that ensuing researchers broaden the present research
agenda and continue studying the future of human intelligence
among the STEM Students.

Moreover, the study of the AI at the STEM Students and the

survery of Intelligence, AI are increasing of be the main sources of
the STEM Students to used to resourcements of the tools in School
on the otherhand the decreasing of intelligence now a days are
decreasing of the dependent of the ai.

INPUT PROCESS OUTPUT

• ACADEMIC • The relevance of the survey a lot of However the demands of intelligence
INTELLIGENCE students are agree of ai being the main nowadays are most likely to decrease
relevant nowadays than the because of the dependent of AI of
• TRANSFORMATIVE intelligence resources in use.
TECHNOLOGY
• Advantages of AI and the The research demands the diverse and
• AI EQUITABLE AND Disadvantages of it growing impact of AI throught out of
QUALITY EDUCATION the STEM Studens
• Fair access of AI

• Intelligence of the student nowadays

on still using an AI

The focus of this research lies at the intersection of academic

intelligence, transformative technology, and equitable access to AI-
driven education. A significant finding from the survey indicates
that many students recognize AI as increasingly relevant in their
educational experiences, potentially overshadowing traditional
academic intelligence. However, there is a growing concern that the
demand for academic intelligence may decrease as students become
more reliant on AI resources. This dependence raises questions
about the equitable access to AI tools and their impact on student
learning in STEM fields. Therefore, the research aims to address
these diverse and evolving dynamics, exploring how AI can be
effectively integrated into education while ensuring all students have
fair access to quality learning resources.

Research Paradigm

This paradigm focuses on the impact of AI on STEM students'

academic intelligence and the equitable access to AI-powered
educational tools.

The research paradigm in this study is illustrated in the Figure 2.

Figure

2: The flow of the study using input, process outcome model.

INPUT PROCESS OUTCOME

 • Factors Influencing Academic • Research Methods: • Findings:
Intelligence:
◦ Quantitative data on the impact of AI
◦ Surveys (to gauge student on academic performance (e.g., test
◦ Traditional academic opinions and attitudes) scores, grades).
intelligence (pre-AI era)

◦ Empirical studies (to measure ◦ Qualitative insights into student

◦ The increasing reliance on AI the impact of AI on learning
experiences and perspectives on AI in
tools in STEM education outcomes)
education.

◦ Qualitative analysis (to

◦ Accessibility and equitable ◦ Identification of potential risks and
explore the complexities of AI
distribution of AI resources integration in education) challenges associated with AI
integration.

◦ Student perceptions and ◦ Data analysis (to identify

attitudes towards AI in education trends and patterns in the data ◦ Recommendations for improving the
collected)
equitable access to AI educational
resources.
• AI Technologies in STEM
• Research Questions:
Education:
• Conclusions:
◦ How does the use of AI in
◦ Specific AI applications used STEM education affect students'
(e.g., chatbots, AI-powered academic performance? ◦ Assessment of the overall impact of AI
learning platforms) on STEM education.

◦ What are the advantages and

disadvantages of using AI in
◦ Characteristics of these ◦ Suggestions for future research
STEM education?
technologies (e.g., ease of use, directions.
accessibility)

◦ Is access to AI-powered
educational tools equitable
among STEM students?
 Research Paradigm showing the flow of
the study

This research paradigm investigates the multifaceted impact of

artificial intelligence (AI) on STEM education, focusing on its
influence on students' academic intelligence and the equitable
distribution of AI-powered learning resources. The INPUT
comprises factors affecting academic intelligence, including pre-
existing academic skills, the increasing reliance on AI tools, the
accessibility and equitable distribution of these tools, and students'
attitudes towards AI in education. The specific AI applications used
(such as chatbots and AI-powered learning platforms) and their
characteristics (ease of use, accessibility) are also key inputs. The
PROCESS involves employing diverse research methods, including
surveys to gauge student opinions, empirical studies to measure the
impact on learning outcomes, qualitative analysis to explore the
complexities of AI integration, and data analysis to identify trends.
Key research questions address AI's effect on academic
performance, its advantages and disadvantages, the equity of access
to AI tools, the influence of AI on the development of traditional
intelligence, and the ethical implications of AI in education. The
OUTPUT will consist of quantitative data on AI's impact on
academic performance (e.g., test scores), qualitative insights into
student experiences, identification of risks and challenges, and
recommendations for improving equitable access. The conclusions
will assess the overall impact of AI on STEM education, suggest
future research directions, and offer policy recommendations to
optimize benefits while mitigating potential risks. Further
clarification is needed regarding the survey's relevance (including
specific questions, sample size, and demographics), a detailed
categorization of AI's advantages and disadvantages, a precise
definition of "fair access" to AI tools, and a more thorough
examination of the claim of decreasing intelligence due to AI
dependence. Addressing these points will strengthen the research
paradigm's rigor and comprehensiveness.