Student-Reported Cognitive Effects of Artificial Intelligence (AI) Use in Philippine Classrooms: An Empirical Integrative Review

Maria Eliza Cruz-Ocampo; Peter Paul Ocampo; Philip Baldera; Alhay Marc Patiam

doi:10.48017/dj.v10iSpecial_3.3739

Authors

Maria Eliza Cruz-Ocampo San Beda University. Manila (MLA), Philippines https://orcid.org/0000-0002-2495-4648
Peter Paul Ocampo San Beda University. Manila (MLA), Philippines
Philip Baldera Romblon State University. Romblon (ROM), Philippines
Alhay Marc Patiam University of Perpetual Help System DALTA. Manila (MLA), Philippines https://orcid.org/0009-0006-1426-5634

DOI:

https://doi.org/10.48017/dj.v10iSpecial_3.3739

Keywords:

Non-systematic review, education, educational technology

Abstract

This non-systematic, empirical integrative review presents a synthesis of studies authored by Filipino scholars between 2020 and 2025 on the self-reported cognitive effects of Artificial Intelligence (AI) tools in Philippine classrooms. Key insights derived from the review highlight that AI tools can (a) foster critical thinking skills and boost self-efficacy, (b) adapt to create a personalized learning experience, and (c) enhance academic writing skills, primarily through large language models and adaptive learning systems. However, concerns arise regarding students' (a) over-dependence on AI, (b) altered fundamental cognitive processes, and (c) adverse effects on physical and mental health. These findings illustrate the paradox of AI-enhanced learning, where the advantages of technology in teaching and learning coexist with its limitations, potentially compromising deep and reflective engagement. To address this issue, it is recommended that AI tools be integrated into the curriculum with extreme caution while prioritizing ethics. Precautionary measures should include a critical assessment of AI-generated content, promoting mental health resources concerning AI use, and employing a context-aware implementation that considers local classroom environments. Further research is necessary to thoroughly examine its long-term cognitive and socio-emotional effects. This synthesis can guide educators, policymakers, and stakeholders in making informed, evidence-based decisions that harness the potential of AI while mitigating its risks.

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Author Biographies

Maria Eliza Cruz-Ocampo, San Beda University. Manila (MLA), Philippines

0000-0002-2495-4648; San Beda University. Manila (MLA), Philippines. mcruz@sanbeda.edu.ph

Peter Paul Ocampo, San Beda University. Manila (MLA), Philippines

0009-0003-1404-8881; San Beda University. Manila (MLA), Philippines. pocampo@sanbeda.edu.ph

Philip Baldera, Romblon State University. Romblon (ROM), Philippines

0009-0008-3776-0173; Romblon State University. Romblon (ROM), Philippines. philipbaldera001@gmail.com

Alhay Marc Patiam, University of Perpetual Help System DALTA. Manila (MLA), Philippines

0009-0006-1426-5634; University of Perpetual Help System DALTA. Manila (MLA), Philippines. patiamaljaymarc@gmail.com

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