Development of “Defaketicon” an Educational Deepfake Awareness Website for Senior High School STEM-Technology Students
Document Types
Paper Presentation
School Name
Adamson University
Track or Strand
Science, Technology, Engineering, and Mathematics (STEM)
Research Advisor (Last Name, First Name, Middle Initial)
Filler, June Ray, O.
Start Date
25-6-2025 10:30 AM
End Date
25-6-2025 12:00 PM
Zoom Link/ Room Assignment
https://zoom.us/j/91671316155?pwd=Hb7j1agtA6qZJDnxqIcbYpk9XZ5Wkh.1 Meeting ID: 916 7131 6155 Passcode: 005407
Abstract/Executive Summary
This study addresses the increasing threat of deepfake media by developing “Defaketicon” an educational website designed to raise awareness among senior high school STEM-Technology students at Adamson University. The primary objective is to evaluate the students’ perceptions towards the website in terms of performance expectancy, effort expectancy, social influence, and facilitating conditions. Using a convergent mixed-method approach, the researchers conducted a non-experimental descriptive design for the quantitative data and a narrative inquiry for the qualitative aspect. A total of 117 students participated through simple random sampling, while 8 were purposively selected for in-depth qualitative analysis. Findings from the quantitative data revealed high median ratings of perception towards the website’s performance expectancy, effort expectancy, social influence and facilitating conditions. Thematic analysis further strengthened the quantitative data and indicated improved digital literacy, increased user confidence, and the website’s relevance to students' social contexts. The results confirm that students perceive “Defaketicon” as an effective, empowering, and accessible educational platform that meaningfully supports their understanding of deepfake technology. The study concludes that integrating web-based platforms like “Defaketicon” into digital literacy education can significantly enhance students’ awareness and critical thinking in navigating misinformation. The researchers recommend institutional adoption, inclusion of non-STEM audiences, expert evaluation, and the combination of website use with synchronous activities to further enrich its impact.
Keywords
AdU-SHS students; artificial intelligence; deepfake; media information literacy; website development
Research Theme (for Paper Presentation and Poster Presentation submissions only)
Computer and Software Technology, and Robotics (CSR)
Initial Consent for Publication
yes
Statement of Originality
yes
Development of “Defaketicon” an Educational Deepfake Awareness Website for Senior High School STEM-Technology Students
This study addresses the increasing threat of deepfake media by developing “Defaketicon” an educational website designed to raise awareness among senior high school STEM-Technology students at Adamson University. The primary objective is to evaluate the students’ perceptions towards the website in terms of performance expectancy, effort expectancy, social influence, and facilitating conditions. Using a convergent mixed-method approach, the researchers conducted a non-experimental descriptive design for the quantitative data and a narrative inquiry for the qualitative aspect. A total of 117 students participated through simple random sampling, while 8 were purposively selected for in-depth qualitative analysis. Findings from the quantitative data revealed high median ratings of perception towards the website’s performance expectancy, effort expectancy, social influence and facilitating conditions. Thematic analysis further strengthened the quantitative data and indicated improved digital literacy, increased user confidence, and the website’s relevance to students' social contexts. The results confirm that students perceive “Defaketicon” as an effective, empowering, and accessible educational platform that meaningfully supports their understanding of deepfake technology. The study concludes that integrating web-based platforms like “Defaketicon” into digital literacy education can significantly enhance students’ awareness and critical thinking in navigating misinformation. The researchers recommend institutional adoption, inclusion of non-STEM audiences, expert evaluation, and the combination of website use with synchronous activities to further enrich its impact.
https://animorepository.dlsu.edu.ph/conf_shsrescon/2025/paper_csr/10
