The purpose of this study was to examine, from the perspective of secondary education students, the educational affordances and constraints of using Artificial Intelligence (AI) in teaching and learning. The sample consisted of 45 students from the 2nd year of General Lyceum (11th grade, ages 16-17) in Greece, who, after becoming familiarized with ChatGPT-4o and completing six activities, filled in an open-ended questionnaire related to the research purpose. Open, axial, and selective coding of the data revealed that students recognize five educational affordances: the creation of new knowledge building on prior knowledge, immediate feedback, friendly interaction through messaging, ease and speed of access to information, and skills development. Concurrently, three main constraints were identified: content reliability, anxiety about AI use, and privacy concerns. The study concludes that students are positive toward AI use in education.

翻译：本研究旨在从中学学生的视角，探讨人工智能在教学过程中所展现的教育赋能作用及其面临的限制。研究样本为希腊普通高中二年级（11年级，年龄16-17岁）的45名学生。这些学生在熟悉ChatGPT-4o并完成六项学习活动后，填写了与研究目的相关的开放式问卷。通过对数据进行开放式、主轴式和选择性编码分析，研究发现学生识别出五项教育赋能：基于先验知识构建新知识、即时反馈、通过消息传递实现友好互动、便捷快速获取信息以及技能发展。同时，研究也识别出三项主要限制：内容可靠性、人工智能使用引发的焦虑以及隐私担忧。研究结论表明，学生对教育中的人工智能应用持积极态度。