The integration of Artificial Intelligence (AI) in education has transformed learning environments by providing personalized and adaptive learning experiences. This study examines the relationships between learning motivation, frequency of AI usage, attitudes toward technology, and learning outcomes among students in Food Science and Technology programs. A quantitative, cross-sectional research design was employed, collecting data from 76 students using a structured questionnaire. The results indicate significant correlations between learning motivation, frequency of AI usage, and attitudes toward technology in predicting learning outcomes. Multiple regression analysis confirms that these factors collectively influence students’ perceived learning gains, with learning motivation being the strongest predictor. The findings highlight the importance of fostering positive attitudes toward AI-based learning tools and encouraging consistent engagement with AI-driven educational resources. These insights contribute to the ongoing development of AI applications in education, emphasizing their role in enhancing self-directed learning and academic performance.