With the explosion of artificial intelligence (AI) technology, AI has gained widespread adoption and is increasingly integrated into educational practices. The prevalent trend of college students utilizing AI has given rise to dependency. This study innovatively integrates expectation-confirmation theory and agency theory to propose and empirically test two mechanisms explaining AI dependence among college students in their learning processes. Utilizing a survey methodology, we validate these two mechanisms. The results offer theoretical contributions and practical implications for understanding and managing AI dependence in educational settings.