This work takes a pedagogical lens to explore the implications of generative AI (GenAI) models and tools, such as ChatGPT and GitHub Copilot, in a semester-long 2nd-year undergraduate Software Engineering Team Project. Qualitative findings from survey (39 students) and interviews (eight students) provide insights into the students' views on the impact of GenAI use on their coding experience, learning, and self-efficacy. Our results address a particular gap in understanding the role and implications of GenAI on teamwork, team-efficacy, and team dynamics. The analysis of the learning aspects is distinguished by the application of learning and pedagogy informed lenses to discuss the data. We propose a preliminary design space for GenAI-based programming learning tools highlighting the importance of considering the roles that GenAI can play during the learning process, the varying support-ability patterns that can be applied to each role, and the importance of supporting transparency in GenAI for team members and students in addition to educators.

翻译：本研究从教学视角出发，探讨生成式人工智能（GenAI）模型与工具（如ChatGPT和GitHub Copilot）在为期一学期的本科二年级软件工程团队项目中的影响。通过对调查问卷（39名学生）和访谈（八名学生）的定性分析，我们深入了解了学生对使用GenAI对其编程体验、学习成效及自我效能感影响的看法。我们的研究结果特别填补了关于GenAI在团队协作、团队效能及团队动态中所扮演角色及其影响的理解空白。在学习层面的分析中，我们运用了基于学习理论与教学法的视角来讨论相关数据，使分析更具区分度。我们提出了一个基于GenAI的编程学习工具的初步设计空间，强调在设计过程中需考虑GenAI在学习过程中可能承担的角色、适用于每种角色的差异化支持模式，以及除教育者外，为团队成员和学生提供GenAI透明度支持的重要性。