Abstract: The impact of AIGC educational applications on learner interests constitutes a dual-natured value-generating process. Focusing on the technological transformation of AIGC’s “data-algorithm-technology cluster,” this study employs actor-network theory as a methodological tool to trace the translation process of “problematization-interest endowment-enrollment-mobilization.” It reveals that while empowering learners, AIGC simultaneously triggers new conflicts of interest, including the degradation of learners’ cognitive abilities, imbalances in action-decision making, and social and ethical dilemmas. The digitally enabled existence, tools, and environments empowered by AIGC collectively form a new field for learner interests. This necessitates a deep analysis of the heterogeneous actor roles within AIGC educational applications, identifying the core and non-core actors’ typical characteristics and positional relationships. By establishing a mandatory access point centered on learner interests and aligning it with learners’ cognitive, affective, volitional, and behavioral dimensions to set four enhancement objectives: expanding the knowledge radius, upgrading interactive experiences, strengthening security safeguards, and enriching practical scenarios, interest connections are reinforced, thereby proposing recruitment and mobilization strategies centered on learner interests. To achieve this shift, it is essential to promote coordinated governance among government, education, and technology sectors to unify diverse actors; continuously optimize the innovative allocation of AIGC elements to enhance technological efficiency; strengthen digital ideology development to regulate technological overreach; and ultimately drive the construction of a new AIGC educational ecosystem centered on learner interests.