This study extended a previous paper that focuses on the acceptability of selected Bachelor of Science in Computer Science (BSCS) and Information Technology (BSIT) students on the use of Intelligent Tutoring System (ITS) as an educational technology tool for C/C++ Programming. A one-shot case study research design was carried out in 5 programming classes taught by the author. A Slovin's formula computation from the population was 35.54. A stratified sampling method was employed with the 4 intervals between students to mitigate bias. The study involved 39 participants, out of which 74.36% were male and 25.64% were female computer science and IT students. Utilizing the Technology Acceptance Model (TAM) as an evaluation tool online enabled importing the dataset into IBM SPSS for finding the correlations and factor loading calculations. Cronbach alpha was conducted by the author with a value of 0.947, which signifies the measure of internal consistency. The seven (7) factors of TAM were analyzed to reveal coefficient values for comparisons and derive their relative implications. Research indicates that every factor significantly influences the acceptance of ITS among BSCS and BSIT students. Interestingly, PerUse→Att has the highest coefficient value (0.883) next in the rank was SocNor→Att by a factor of 0.822 signifying their impact on ITS (Att), leaving SocNor→PerEas ranking last amongst relations with a 0.630 coefficient value. Finally, the results implied CS and IT students are open to the notion of incorporating intelligent teaching tools into their laboratory sessions to supplement their programming activity and increase their efficiency when building console applications.

This study examines the Canvas’ usability in Learning Management System (LMS) from the perspectives of students and teachers, focusing on experiences across Progressive Web App (PWA) and native mobile platforms. A task-based usability testing approach was employed, combining quantitative measures of task completion and time with qualitative insights from observations and participant feedback. Findings indicate that both platforms supported high task completion, though clear differences emerged in efficiency and feature accessibility. Teachers achieved a 91.7% completion rate on the mobile app compared to 100% on the PWA. The mobile app was faster for grading and assignment creation, while the PWA provided broader feature coverage, particularly for analytics, though some users reported navigation difficulties. For students, performance differences were more pronounced: average task completion time on the PWA was 1.24 minutes compared to 5.72 minutes on the mobile app. Tasks such as replying to announcements and checking grades were completed up to ten times faster on the PWA. Overall, the mobile app demonstrated greater stability and efficiency for routine functions, whereas the PWA offered extended functionality and cross-platform access but with tradeoffs in responsiveness and interface clarity. These results highlight the role of platform choice in shaping user experience and suggest directions for optimizing Canvas LMS for both teaching and learning contexts. By advancing usability in digital learning platforms, this research contributes to Sustainable Development Goal (SDG) 4: Quality Education, while also supporting SDG 9: Industry, Innovation, and Infrastructure through insights on mobile technology design, and SDG 10: Reduced Inequalities by emphasizing accessibility across diverse devices and connectivity conditions.

As generative AI continues to reshape educational landscapes, prompt-to-image technologies offer new possibilities for enhancing visual pedagogy. This study investigates the integration of NanoBanana a lightweight, prompt-driven image generation tool, into higher education settings to support multimodal learning and cognitive scaffolding. Grounded in Dual Coding Theory and Cognitive Load Theory, the research explores how AI-generated visuals derived from student and instructor prompts can improve comprehension, engagement, and retention in complex subjects such as ICT, Game Studies, and Systems Analysis. Using a mixed-methods approach, the study analyzes student performance data, visual rubric evaluations, and qualitative feedback from learners and educators. Findings reveal that NanoBanana-generated images significantly aid in conceptual clarity, reduce extraneous cognitive load, and foster learner autonomy. The paper proposes a practical framework for integrating prompt-to-image tools into curriculum design and instructional workflows, offering actionable insights for educators seeking to advance AI-enhanced teaching practices in line with SDG4 and the evolving demands of the AI era.

This study centers on the essential role played by Speech-Language Pathologists (SLPs) in the diagnosis and treatment of speech and language disorders within the Philippines. It underscores the significant difficulties resulting from the limited availability and effectiveness of Augmentative and Alternative Communication (AAC) tools, particularly in the context of the Filipino language. These limitations impede the progress of Filipino children struggling with speech delay disorders. The study aims to develop AAC software integrated with an intelligent tutoring system in Filipino. This innovative approach incorporates Filipino AAC tools such as AAC boards, assessments, client management, and identification of rapidguessing behavior on AAC assessments on different difficulty levels using a decision tree algorithm, providing a structured and personalized therapy approach. The software was evaluated using FURPS with a total of 50 participants, whom are the 30 or 60 % speech-language pathologists, 8 or 16 % Information Technology and Computer Science (IT/CS) professionals, 2 or 4 % CS Professors, and 10 or 20 % Parents/Guardians. The computed Cronbach's alpha (α ) was 0.95 which indicates the FURPS instrument has excellent internal consistency. The grand mean of the software evaluation was rated at 4.63 which highlights the generally positive evaluation of the system. Precision, recall and F1-score assess the model's performance in binary classification. For the class labeled “0,” the model achieved a precision of 0.99, a recall of 1, and an F1 score of 0.99. This indicates that the model has high accuracy in predicting instances belonging to class “0.” For the class labeled “1,” the model achieved a precision of 0.95, a recall of 0.92, and an F1-score of 0.93, indicating slightly lower performance than class “0.” The findings of this study and the developed software have significant implications in the field of AAC. Additionally, this study's contribution serves as a foundation for future advancements in AAC-related technologies, driving innovation and improvement in the field.

Part of speech tagging (POS) is crucial in natural language processing, identifying the grammatical categories of words in sentences. This research highlights the lack of focus on POS tagging for Asian languages, particularly Cebuano. Inadequate research on Cebuano religious text has hindered linguistic documentation and understanding its grammar and vocabulary. This study introduces a Parts-of-Speech Tagging for Cebuano utilizing a Modified Viterbi Algorithm. The researchers also apply a method for handling unfamiliar words. Results indicate that the algorithm performs exceptionally well on a religious text corpus comprising 50,000 datasets, achieving an accuracy of93%,precision of90%, recall of 90. 52%, and an F1-score of92%. These results highlight the algorithm's effectiveness in tackling language challenges within specific genres. Furthermore, the research supports the Sustainable Development Goals (SDGs) by promoting linguistic diversity and advancing inclusive language technologies. The study also provides valuable insights into Cebuano's linguistic characteristics and grammatical structures, laying a solid foundation for future research in natural language processing.