在當今科技快速發展的時代，人工智慧技術對各行各業帶來了許多可能性，包括提升效率、解決問題和創造價值等方面。在教育領域中，人工智慧技術的應用也逐漸擴大，特別是在高等教育中。其中生成式人工智慧模型如ChatGPT等自然語言處理模型開始被應用為智慧教學系統，成為一種提升學習效率的工具並促進自主學習。
在教育領域中，自我決定理論的應用日益受到重視。這一理論強調個體內在的動機對學習的重要性，包括對知識的渴求、成就的追求以及激發興趣的能力。在數位自主學習環境的應用中，自我決定理論具有實際的意義。
本研究假設提供了一個清晰的框架，用於探索ChatGPT對大學生學習狀態的影響，以及使用過程是否提升自我決定理論中的自主性和能力感，並評估其在不同背景、學科和情境下的應用效果。通過對使用者基本資料、使用狀態以及ChatGPT使用情況的調查， 有助於深入了解ChatGPT對大學生學習狀態的影響。研究結果顯示，性別、學年別和院所別對ChatGPT的使用效果有顯著影響。男性在理解抽象概念方面表現較佳，而高年級學生則更傾向於使用ChatGPT，且其使用效果更為顯著。不同院所別對ChatGPT的應用效果也存在差異。此外，使用頻率也與學習情緒和學習壓力之間存在顯著關聯，使用ChatGPT的頻率越高，學生可能感受到更多的自信和獨立感，這可能是因為ChatGPT能夠為他們提供及時有效的幫助，增強了他們對自己學習能力的信心。因此，提高使用頻率可能有助於增強學生的學習效果和學習體驗，進而影響他們的學術表現和學習動機。這結果與自我決定理論的核心概念相符，強調個體對學習的內在動機和自主性的重要性。
然而，本研究存在一些限制，如樣本選擇偏差和自我報告偏差，影響了結果的泛化性。未來研究建議進行長期追踪研究、跨文化比較研究和教學方法融合研究，以深入了解ChatGPT在教育中的應用價值及其影響因素。

In the era of rapid technological advancement, artificial intelligence (AI) technology has brought about many possibilities across various industries, including enhancing efficiency, solving problems, and creating value. In the field of education, the application of AI technology is also expanding, particularly in higher education. Generative AI models such as ChatGPT and other natural language processing models are beginning to be utilized as intelligent tutoring systems, serving as tools to enhance learning efficiency and promote self-directed learning.
The application of self-determination theory is increasingly emphasized in the field of education. This theory underscores the importance of individuals' intrinsic motivation in learning, including the desire for knowledge, pursuit of achievement, and ability to stimulate interest. In the context of digital self-directed learning environments, self-determination theory holds practical significance.
This study provides a clear framework for exploring the impact of ChatGPT on the learning status of university students, as well as whether its usage enhances autonomy and competence as proposed by self-determination theory, and evaluates its application effectiveness across different backgrounds, disciplines, and contexts. Through surveys on user demographics, usage status, and ChatGPT usage patterns, this research contributes to a deeper understanding of the influence of ChatGPT on the learning status of university students.
The results indicate that gender, academic year, and academic discipline significantly influence the effectiveness of ChatGPT usage. Males tend to perform better in understanding abstract concepts, while senior students are more inclined to use ChatGPT, with more significant effects. Differences in the application effectiveness of ChatGPT also exist among different academic disciplines. Furthermore, there is a significant correlation between usage frequency and learning emotions and stress. Higher usage frequency of ChatGPT may lead to increased confidence and sense of independence among students, possibly because ChatGPT can provide timely and effective assistance, enhancing their confidence in their learning abilities. Therefore, increasing usage frequency may help enhance students' learning effectiveness and experience, thereby affecting their academic performance and learning motivation. These findings align with the core concepts of self-determination theory, emphasizing the importance of intrinsic motivation and autonomy in learning.
However, this study has some limitations, such as sample selection bias and self-reporting bias, which affect the generalizability of the results. Future research is recommended to conduct long-term tracking studies, cross-cultural comparative studies, and studies integrating teaching methods to further understand the application value of ChatGPT in education and its influencing factors.

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