## 2 Methods and Procedures
### Programs and Interventions  
This study employed an experimental design with a test (pre-post) control group structure, utilizing a mixed-methods approach that integrated quantitative and qualitative data. The research was conducted over \(15\) weeks, corresponding to one academic semester. The participants were divided into two groups: the Traditional Learning Group (TLG) and the AI Learning Group (ALG). The study focused on a single course titled \"Assistive Technology in Occupational Therapy,\" offered to third-year undergraduate students in the Department of Occupational Therapy within the College of Health Sciences. The course spanned \(15\) weeks, aligning with a standard semester structure, and included both lecture-based and practical laboratory sections. The course was designed to introduce students to the assistive technologies relevant \begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Variable** & **ALG (M \(\pm\) SD)** & **TLG (M \(\pm\) SD)** & **t or x\({}^{2}\)** & \(p\)** \\ \hline Age & \(26.26\pm 7.20\) & \(24.79\pm 3.47\) & \(-1.20\) & \(0.2341\) \\ GPA & \(4.06\pm 0.41\) & \(3.97\pm 0.44\) & \(-1.03\) & \(0.3081\) \\ Gender & \(26\) females, \(17\) males & \(27\) females, \(16\) males & \(-0.123\) & \(0.726\) \\ Year Level & \(3\)rd Year & \(3\)rd Year & - & - \\ Course & Undergraduate & Undergraduate & - & - \\ \hline \hline \end{tabular}
\end{table} 
Table 1: General characteristics and statistical comparison of the ALG and TLG. Figure 1: Participant flowchart for group assignment and exclusion criteria. to occupational therapy practices, emphasizing the evaluation, selection, and application of such technologies in clinical and community settings. The course was taught by a core faculty member professor who holds both a licensed occupational therapist certification and a nationally recognized assistive technology practitioner qualification, ensuring professional expertise and credibility in delivering the course content. All students enrolled in the course had a similar academic background in health sciences and were at an intermediate stage in their undergraduate program, providing a relatively uniform baseline knowledge of health science concepts. The single-course format allowed for consistency in content delivery and assessment, minimizing the variability that might arise from multiple courses or sections. This structure also facilitated the development of a cohesive learning experience, which was critical for evaluating the study outcomes. Although individual differences in the students' familiarity and comfort with technology were noted, the uniformity in academic level, course content, and instructor expertise provided a reliable context for analyzing the impact of the course on students' learning outcomes. The TLG followed a conventional instructional method, using printed paper-based textbooks, lecture notes, and assignments in a sequential, instructor-led manner. In contrast, the ALG engaged in self-directed learning facilitated by an AI textbook powered by LLama 3.1, including the kyujinpy/Ko-PlatYi-6B model. For the ALG, the professor uploaded lecture notes and instructional materials to the AI platform prior to each class. Students accessed the content in real time using laptops, tablets, or mobile devices and engaged in independent, interactive learning. Each class was divided into three hours. During the first hour, students in the ALG conducted pre-class preparation by reviewing the uploaded instructional materials. The following two hours were taken up with the main lecture, delivered uniformly to both groups to ensure ethical considerations and equal learning opportunities. After class, students were encouraged to allocate their time flexibly for post-class review. The professor's role in the ALG, beyond the two-hour lecture, was limited to that of a facilitator, resolving technical issues and answering questions.