Abstract: Growing attention is being paid to chatbots for learning in higher education to support learning in technology-enhanced learning environments. Chatbots allow students to have autonomy for their own learning when designed to boost learning motivation. However, existing chatbots often lack design elements intended to address motivational aspects of learning. To handle this issue, we designed a chatbot drawing on the self-determination theory by employing the design and development research procedure (Richey & Klein, 2014). First, we conducted a literature review followed by an expert review to derive design principles (DPs). By applying DPs, we developed the initial prototype of the chatbot, then conducted a usability test for undergraduate students. Overall, the participants positively evaluated the chatbot and provided feedback that was used to improve its functionality. Participants' responses to open-ended questions revealed their experience with the chatbot. Based on our findings, we discussed the implications for future research and practice.