Objectives: This study investigated the impact of lecture videos that incorporated text-to-speech (TTS) technology on cognitive outcomes, effective learning, and learning satisfaction among dental hygiene students. Methods: Cognitive, effective, and satisfaction responses were measured using a 5-point Likert scale and analyzed using t-tests, ANOVA, and correlation analyses. Results: The average cognitive outcomes score was approximately 3.0, with several items scoring below this level. Significant grade-level differences were observed in effective learning and learning satisfaction, with first-year students reporting more positive responses than those of higher-year students. Strong positive correlations were found among cognitive outcomes, effective learning, and learning satisfaction (r=0.94–0.95, p<0.01). Conclusions: Although TTS-based lectures improve accessibility and facilitate repeated revision, further strategies are required to encourage sustained engagement and higher-order cognitive processing, such as incorporating human voices, interactive designs, and contextual reinforcement, are required to encourage sustained engagement and higher-order cognitive processing. The TTS resources are best positioned as supplementary or prelearning tools in dental hygiene education.