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Cited by 18Artificial Intelligence in EducationProblem and Project Based LearningInnovative Teaching and Learning Methods

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

Zhang, Lili, Zhang, Weiyu·2025·Interactive Learning Environments
DOI 10.1080/10494820.2024.2446535
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Abstract

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.

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Crossref · 10.1080/10494820.2024.2446535

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42 of 42 references verified0 citation errors · 0 not checkable

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  • Studies in motivation and affect regulation use GenAI to stimulate students' interest and intrinsic motivation, strengthen their sense of classroom belonging, and support emotional well-being and persistence.

    “Studies in this strand use GenAI to stimulate students' interest and intrinsic motivation, strengthen their sense of classroom belonging, and support emotional well-being and persistence [106-108].”

    From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [108]

  • Within the AI-empowered framework, students actively set prompts and control content generation, while AI, functioning as an autonomous collaborator, continuously analyzes learner preferences, behaviors, and project progress to adaptively optimize its models for individual needs.

    “Within this framework, students actively set prompts and control content generation, while AI, functioning as an autonomous collaborator, continuously analyzes learner preferences, behaviors, and project progress to adaptively optimize its models for individual needs [70,96,108,132,144].”

    From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [108]

  • These gains tend to depend on structured pedagogical design such as adaptive questioning, error analysis, or project-based learning.

    “Notably, these gains tend to depend on structured pedagogical design such as adaptive questioning [127,128], error analysis [77,103], or project-based learning [108].”

    From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [108]

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Authors
Zhang, L., & Zhang, W.
Affiliations
Sichuan Normal University (CN)
Corresponding author
Zhang, Lili
ORCID
Venue
Interactive Learning Environments
Publisher
Informa UK Limited
Published
2024-12-30
Volume
33
Issue
5
Pages
3580-3592
ISSN
  • 1049-4820 (ISSN-L)
  • 1744-5191
DOI
10.1080/10494820.2024.2446535
OpenAlex
W4405888283
Cited by
18
References
42
Citations by year
2026: 13 · 2025: 5
FWCI
6.79
Type
journal article
Language
en
Open access
closed
Licence
doi.org/10.1080/policies-text-data-mining (tdm)
Locations
Interactive Learning Environments (publishedVersion)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Social Sciences › Education › Problem and Project Based Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
large language models, project-based learning, self-determination theory, student engagement, learning outcomes, psychological needs, teaching methods, junior high school students

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