The Effects of AID-Based Learning on Learning Engagement among Hair Major College Students

The purpose of this study was to empirically examine the effects of AID (Artificial Intelligence–Driven)–based learning on learning engagement among hair major college students. A survey was conducted with 221 hair major college students who had experience with AID-based learning. The collected data were analyzed using SPSS 26.0 through exploratory factor analysis, correlation analysis, and multiple regression analysis. The results indicated that AID-based learning consisted of three sub-factors: learning environment, learning competency, and learning experience, while learning engagement was composed of three sub-factors: cognitive engagement, behavioral engagement, and emotional engagement. Furthermore, the sub-factors of AID-based learning showed differential effects on each dimension of learning engagement. In particular, learning competency and learning experience were identified as key factors exerting significant influence on learning engagement. These findings suggest that AID-based learning has meaningful educational effects in the context of hair major education and provide foundational implications for developing effective AI-driven instructional strategies.