Dental hygiene students' perceptions of artificial intelligence-assisted classes and factors associated with class satisfaction

Objectives: This study examined dental hygiene students' perceptions of artificial intelligence (AI)-assisted instruction and the factors influencing their satisfaction with such classes. Methods: A self-administered questionnaire was completed by 80 dental hygiene students who participated in an AI-assisted course. The survey evaluated AI usability, the perceived usefulness of learning activities, learning outcomes, and overall class satisfaction. Data were analyzed using descriptive statistics, independent t-tests, and a hierarchical multiple regression analysis. Results: The mean scores for AI usability and perceived usefulness for learning activities were 4.30 and 4.23, respectively. Among the learning outcomes, collaborative competency received the highest mean score of 4.08, followed by academic achievement at 3.91 and learning motivation and self-efficacy at 3.85. The mean class satisfaction score was 3.76. Students who demonstrated higher AI competency, academic achievement, expected course grades, teamwork, and learning participation reported significantly greater AI usability, perceived usefulness of learning activities, learning outcomes, and class satisfaction (p<0.001). The results of the regression analysis showed that learning outcomes (β=0.381, p<0.001) were the most influential factor on class satisfaction, and academic achievement (β=0.289, p<0.001) and AI competency (β=0.193, p=0.013) were also identified as related factors. Conclusions: These findings indicate that dental hygiene students hold positive perceptions of AI-assisted classes. Importantly, learning outcomes emerge as critical determinants of class satisfaction. Therefore, AI-assisted education should extend beyond the mere introduction of AI tools by enhancing AI literacy and integrating AI thoughtfully into instructional design.