The Impact of ChatGPT on Learning Motivation: A Study Based on Self-Determination Theory

Abstract

This study aimed to investigate the impact of using ChatGPT as an auxiliary learning tool on university students' learning motivation. Structural equation modeling and regression analysis were employed as the data analysis methods. Questionnaire surveys were conducted to collect data on 196 university students. The results indicated that after using ChatGPT, a negative correlation was found between tension-pressure and interest-enjoyment. Perceived competence was significantly positively correlated with interest-enjoyment, while the correlation between perceived value and interest-enjoyment was insignificant. These three variables were found to have varying degrees of influence on interest-enjoyment in the regression analysis. The study concluded that ChatGPT had a certain impact on learning motivation, but university students' frequency of use and proficiency was relatively low, requiring further training. The significance of this study lies in providing a new pedagogical approach that enables students to keep up with contemporary trends. The findings of this study have substantial theoretical and practical implications, offering novel perspectives and avenues for research on university students' learning motivation and contributing to educational reforms by providing valuable insights and directions.