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All Journal IAES International Journal of Artificial Intelligence (IJ-AI) International Journal of Advances in Applied Sciences International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) International Journal of Multidisciplinary: Applied Business and Education Research Conference Proceedings International Conference on Education Innovation and Social Science IJOT
Miranda, John Paul P.
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Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Journal : Journal of Education and Learning (EduLearn)

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Assessing novice programmers’ perception of ChatGPT: performance, risk, decision-making, and intentions Miranda, John Paul P.; Yambao, Jaymark A.
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22328

Abstract

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.
A text mining analysis of preservice teachers’ reflective discourses in online teaching: basis for a policy brief Tolentino, Julius Ceazar G.; Miranda, John Paul P.
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22344

Abstract

This study examined the reflections of 142 preservice teachers who taught online during the COVID-19 pandemic. This study identified common themes, emotions, and patterns in their experiences using sentiment analysis and hierarchical clustering. The most frequently used words, such as “learn,” “experience,” and “time,” highlight themes of learning and action. Sentiment analysis shows that most of their reflections are positive, using words like “well,” “good,” and “great.” Hierarchical clustering revealed three main themes in their reflections: i) professional growth and development; ii) passion for teaching and connection; and iii) adaptability and resilience. These themes show the complex nature of their experiences. While focusing on personal and professional growth, a strong commitment to teaching, and adaptability in challenging situations was evidenced. The findings of this study will help create a policy brief addressing these themes. Recommendations include strategies for professional growth in online teaching, encouraging a love for teaching through online platforms, and improving teacher training programs to build adaptability and resilience. Policymakers and educators can use these insights to develop effective policies and practices that support preservice teachers in online teaching even during health crises or similar disruptions.
Co-Authors Atienza, Francis Arlando L. Briñas, Norlito Nickson N. Cabauatan, Dominic C. Calara, Heart MacKenzie N. Calma, Patricia Ann Canlas, Joel D. Cuellar, Sugar Kate M. Dianelo, Roque Francis B. Dofredo, Kyla H. Estacio, Regine C. Fajardo, Rolando R. Gamboa, Almer B. Gatus, Lovely L. Goneda, Mamerto T. Guanlao, Benedict M. Hernandez, Hilene E. Jacinto, Janelle A. Mallari, Gienahlyn M. Orlanes, Aljiec M. Penecilla, Elmer M. Pineda, Kylah R. Pinlac, Jelene T. Quilicol, Kimberly G. Simpao, Laharni S. Sonza, Andrea R. Tayag, Marlon I. Tolentino, Julius Ceazar G. Tua, Ronalyn R. Vinluan, Albert Yambao, Jaymark A. Yangga, Angelica Mae G.