Article Per Year (5 Year)
p-Index From 2020 - 2025
0.882
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All Journal Language, Technology, and Social Media Blockchain, Artificial Intelligence, and Future Research
A. Villarama, Joseph
Unknown Affiliation
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Language, Identity, and Ethics in AI-Driven Art: Perspectives from Human Artists in Digital Environments Torres, Aira Jenica; C. Alberto, Jasper Mareece; J. Guieb, Angel Pearl; DR. Paray, Ayessa; A. Villarama, Joseph
Language, Technology, and Social Media Vol. 3 No. 1 (2025): June 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i1.137

Abstract

The rise of artificial intelligence (AI) in the creative industries has sparked significant debates on its ethical, economic, and sociocultural implications. This study delves into the narratives of human artists grappling with the advent of AI-generated art, focusing on its impact on creativity, cultural identity, and the artistic community. Employing a qualitative phenomenological approach, the research gathered insights from eight artists through in-depth semi-structured interviews. Thematic analysis revealed three key concerns: economic challenges such as job displacement and income instability, ethical dilemmas surrounding originality and copyright, and the devaluation of human creativity. Despite these challenges, artists expressed diverse responses to AI, ranging from fear of obsolescence to embracing AI as a tool for collaboration and innovation. Further, the study examines the role of AI in reshaping digital communication patterns and how it influences the sociocultural dimensions of art in digital media environments. Findings highlight the duality of AI as both a threat and a creative partner, underscoring the urgent need for ethical guidelines and regulatory frameworks to address these challenges. This research contributes to the broader discourse on AI’s role in shaping creative industries and cultural authenticity, advocating for a balanced integration of AI that preserves the irreplaceable value of human creativity and identity.
English Language and Literature Teachers on the Integration of Artificial Intelligence in the Philippine Classroom Context S. Peneyra, Jaliyah Ashirae; F. Paras, Ralph Lawrence; B. Tan, Shenry Grace; A. Villarama, Joseph
Language, Technology, and Social Media Vol. 3 No. 2 (2025): December 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i2.211

Abstract

Artificial intelligence (AI) in language education has brought significant changes to the academic system, reshaping the landscape of language teaching and learning, especially how language teachers plan, deliver, and assess their students’ academic journey. This study determined the academic and personal experiences of eight English language and literature teachers on technology integration such as AI and explored the positive and negative influence of integrating AI in teaching and learning. Utilizing a phenomenological qualitative approach, participants were purposively selected and interviewed, guided by 10 open-ended questions. Data were coded and analyzed thematically, revealing key findings: AI for improved teaching and enhanced learning; encountered challenges and risks; ethical concerns; and shifts in teaching strategies and adaptation. Integration of AI in the classroom resulted in a positive impact on teaching and learning English language and literature, depending on critical engagement, responsible use, and teaching strategies to ensure the preservation of essential skills in English language and literature and academic integrity. As AI continues to influence educational practices, teachers play a crucial role in maintaining balance and guiding students to engage critically with AI-generated contents.
Meme-ingful Actions: Uncovering the Influence of Political Memes on Leadership Performance and Values Formation G. Matias, Nicole Andrea; D. Bartolome, Prince Henderson; R. Carreon , Samantha Louise; L. Tallara, Franz Marielle; A. Villarama, Joseph
Language, Technology, and Social Media Vol. 2 No. 2 (2024): December 2024 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v2i2.141

Abstract

Political memes circulate all over the digital world, exerting a profound influence on the political engagement of leaders. This study focused on identifying the influence of political memes on the political engagement of college student-leaders and explored the subsequent effects on their leadership performance and values formation. Grounded on Bandura’s Social Learning Theory, this phenomenological study interviewed with ten open-ended questions, 15 college student-leaders (CSLs) from Central Luzon State University, Philippines. The data gathered underwent through Colaizzi’s thematic analysis and were verified through data cross-checking. Results revealed that political memes have a significant influence on the opinion of student-leaders in the digital media, serving as one of the motivators for CSLs’ engagement in political movements and activities. Despite the condensed information of memes, their widespread scope and entertainment mobilizes political discourse across social media. Thus, social media plays a crucial role in guiding leaders’ political involvement, highlighting the importance of digital literacy in educating leaders for future generations. CSLs’ interest in media entertainment and collective action reflects in the influence of political memes, shaping discourse and mobilizing peers, as a humorous and informative medium for driving societal change and directing political movements.
Post-Launch Public Interest in DeepSeek vs. ChatGPT: A Comparative Google Trends Analysis in Indonesia and the Philippines Aridan, Muhammad; Irwandani; A. Villarama, Joseph; V. Dela Fuente, Abegail
Blockchain, Artificial Intelligence, and Future Research Vol. 1 No. 1 (2025): May 2025
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/bafr.v1i1.166

Abstract

This study investigates the post-launch public interest in DeepSeek and ChatGPT through a comparative analysis using Google Trends data from Indonesia and the Philippines. Employing a quantitative approach, the research examines temporal trends and regional variations to understand public engagement patterns with these AI tools. The findings reveal that ChatGPT consistently garners higher public interest in both countries, driven by its global recognition, multilingual capabilities, and extensive integration into educational and professional contexts. In contrast, DeepSeek shows sporadic increases in interest, particularly within niche communities and academic environments. The analysis highlights the influence of cultural, linguistic, and technological factors on AI adoption, emphasizing that while global brand strength supports widespread engagement, localized strategies are crucial for fostering sustained interest in emerging technologies. This study contributes to the understanding of AI adoption dynamics in Southeast Asia, offering insights for developers, educators, and policymakers to optimize AI integration in diverse socio-cultural contexts.
Artificial Intelligence Integration in Pedagogy and Its Influence on Learning Styles C. Gurion, Adrian Raphael; V. Mateo, Dan Emmanuel; A. Ganiban, Raphael; A. Villarama, Joseph
Blockchain, Artificial Intelligence, and Future Research Vol. 1 No. 2 (2025): November 2025
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/bafr.v1i2.216

Abstract

The rapid integration of Artificial Intelligence (AI) into education has transformed pedagogical strategies and academic approaches of learners. In response to this emerging trend, this study investigated how AI tools are used in teaching at Central Luzon State University Laboratory for Teaching and Learning-University Science High School (CLTL-USHS) and their impacts on students’ learning styles. Employing a phenomenological qualitative research design, hybrid semi-structured interviews were conducted with four teachers and eight Senior High School students over a period of three weeks, with CLSU ethics approval. Findings indicated that teachers frequently use AI tools for plagiarism checking, content generation, lesson planning, and promoting interactive learning, while students perceived AI-supported learning as more personalized, efficient, and engaging, but also recognized challenges such as overdependence, less teacher-student interaction, and concerns about content validity. Through thematic analysis, six main themes with an emphasis of the supportive and challenging function of AI in traditional pedagogy were identified. These findings reflect that while AI tools provide many advantages in forming adaptive learning environments, cautious guidelines should be established to keep educational propriety and human touch in classrooms. The study recommends more teacher training, the development of AI literacy, and ethical guidelines for the responsible use of AI in education.
Co-Authors A. Ganiban, Raphael B. Tan, Shenry Grace C. Alberto, Jasper Mareece C. Gurion, Adrian Raphael D. Bartolome, Prince Henderson DR. Paray, Ayessa F. Paras, Ralph Lawrence G. Matias, Nicole Andrea Irwandani J. Guieb, Angel Pearl L. Tallara, Franz Marielle Muhammad Aridan R. Carreon , Samantha Louise S. Peneyra, Jaliyah Ashirae Torres, Aira Jenica V. Dela Fuente, Abegail V. Mateo, Dan Emmanuel