Integrating large language models into project-based learning based on self-determination theory

The use of Large Language Models (LLMs) in education offers many opportunities to enhance the learning experience for students and support the work of teachers. However, there is a deficiency in universally applicable instructional strategies and theoretical frameworks guiding the integration of LLMs in practices, particularly within traditional face-to-face classroom settings. In this article, the research team employs Self-Determination Theory (SDT) as a theoretical framework to quasi-experimentally investigate whether the use of LLMs in a two-week project-based learning lesson can improve student engagement and learning outcomes in two junior high schools in southwestern China. The findings demonstrate that when the application of LLMs fulfills students' psychological needs, it can effectively promote student engagement and learning outcomes in collaborative group inquiries. This article also provided suggestions regarding how to design instructional strategies to meet students' psychological needs when they learn with LLMs.