Development of “Defaketicon” an Educational Deepfake Awareness Website for Senior High School STEM-Technology Students

Proponent/s Name/s (Last Name, First Name, Middle Initial)

Killua Andrei S. Nava, Adamson UniversityFollow
Sofia Agatha D. Atienza, Adamson UniversityFollow
John Carlo A. Tan, Adamson UniversityFollow
Trisha Nicole E. Sese, Adamson UniversityFollow
Iyana Magdalene O. Montoya, Adamson UniversityFollow
Krizjof Myke B. Gaspar, Adamson UniversityFollow
Gio Angelo P. Garcia, Adamson UniversityFollow
Princess Angel E. Miraflores, Adamson UniversityFollow
Jann Bryanne S. Ashby, Adamson UniversityFollow
June Ray O. Filler, Adamson UniversityFollow
Juan Antonio D. Gulles, Adamson UniversityFollow
Laurence Andrew B. Marquez, Adamson UniversityFollow
Aledd Dwayne M. Valenzuela, Adamson UniversityFollow
Tony M. Dulay, Adamson UniversityFollow
Keith Andrew C. Mira, Adamson UniversityFollow

Document Type

Paper Presentation

Research Advisor (Last Name, First Name, Middle Initial)

Filler, June Ray O. and Hecto, Christine Rae T.

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 of 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, indicating 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