ABSTRACT The integration of multimodal artificial intelligence (AI) into art education has become a significant and transformative trend. Although previous research has demonstrated that AI can enhance students' academic engagement, limited attention has been given to the underlying mechanisms that promote engagement in multimodal AI‐assisted learning environments. To address this gap, the present study aimed to identify distinct subgroups of art students based on their perceived teacher support and AI literacy by employing latent profile analysis. It further examined how these profiles were associated with students' academic engagement. Results revealed three distinct profiles: the Low Teacher Support–High AI Literacy group, the Medium Teacher Support–Medium AI Literacy group, and the High Teacher Support–Low AI Literacy group . Significant differences in academic engagement were observed among these profiles. The findings offer valuable insights for art educators and researchers, highlighting the importance of integrating both interpersonal and technological factors to foster students' academic engagement in multimodal AI‐assisted learning contexts.
Dong et al. (Wed,) studied this question.