This document explores the effects of AI-enabled cheating on academic achievement among BSED-3 English students, emphasizing the challenges posed by technology in education. It reviews the historical context of AI in learning, highlighting the evolution of generative AI and its implications for academic integrity. The study aims to understand students' use of mobile devices for language learning, presenting research findings and concluding insights on the matter.

1. ASSESSING THE EFFECTS OF AI-ENABLED
CHEATING ON ACADEMIC ACHIEVEMENT:
AN ACTION RESEARCH ON BSED-3 ENGLISH
STUDENTS
BSED 3 -
ENGLISH
Purposive
Communication II

2. Introductio
n
AI-enabled systems are software systems. An AI-enabled system
is a software system with one or more AI component(s) that need
to be developed, deployed, and sustained along with the other
software and hardware elements of the system (A. Horneman, et.
al, 2019). The history of using AI in education dates back to the
1960s, with the development of early intelligent tutoring systems.

3. Introductio
n
These systems were designed to provide personalized instruction
to students, tailored to their individual needs and learning styles.
However, before we delve into the evolution of using generative
AI in education, we need to understand the history and evolution
of generative AI models, (Mohammad AL-Smad, 2024). Artificial
intelligence (AI) has rapidly transformed from a futuristic concept
to an integral part of our daily lives, and education is no
exception.

4. Introductio
n
In 2024, AI technologies are revolutionizing the academic
landscape, offering unprecedented opportunities for
personalized learning, administrative efficiency, and improved
educational outcomes. From intelligent tutoring systems to AI-
driven classroom management, the impact of AI is profound and
far-reaching. However, according to the Office of Online
Programs (2024), Cheating and plagiarism are, as mentioned,
chief among the AI concerns raised by educators.

5. Introductio
n
If AI is used to complete assignments or exams or write papers, it
is unfair to the students who don’t cheat, and it undermines the
education and learning process for those who do cheat. If
students learn to cheat and take shortcuts in classrooms, what
kind of citizens will they make when they are finished with their
education?

6. Introductio
n
Taking into consideration the above-mentioned issues, the study
reported in this article investigated the effects why English
language students use their mobile devices (i.e. smartphones
and tablet computers) for their language learning inside the
classroom during class hours and examinations.

7. Introductio
n
The article commences with a short overview of relevant
literature. Next, the design of the study is described, namely a
research question, description of participants, data collection
tools, and analysis. This is followed by the presentation of the
results of the study. The article closes with a discussion and
conclusions.

8. THANK YOU
Presented by:
Jessa Mae Cabangon
Glorivy Shayne Jumaway
Jan Kathel Salvador
Hyascent Faye Tumibay
Edwin Nastor
Romhie Jay Pagsuguiron
BSED 3 -
ENGLISH