This mixed-methods study examined secondary students' interactions with the generative AI chatbot ChatGPT-5 in a formal classroom setting, focusing on attitudes, anxiety, and responses to hallucinated outputs. Participants were 109 16-year-old students from three Greek high schools who used ChatGPT-5 during an eight-hour intervention in the course "Technology." Students engaged in information seeking, CV generation, document and video summarization, image generation, quiz creation, and age-appropriate explanations, including tasks deliberately designed to elicit hallucinations. Quantitative data were collected with the Student Attitudes Toward Artificial Intelligence scale (SATAI) and the Artificial Intelligence Anxiety Scale (AIAS); qualitative data came from semi-structured interviews with 36 students. SATAI results showed moderately positive attitudes toward AI, with stronger cognitive evaluations than behavioral intentions, whereas AIAS scores indicated moderate learning-related anxiety and higher concern about AI-driven job replacement. Gender differences in AI anxiety were small and non-significant, while female students reported more positive cognitive attitudes than males. AI attitudes and AI anxiety were essentially uncorrelated. Thematic analysis identified four pedagogical affordances (knowledge expansion, immediate feedback, familiar interface, perceived skill development) and three constraints (uncertainty about accuracy, anxiety about AI feedback, privacy concerns). After encountering hallucinations, many students reported restricting AI use to domains where they already possessed knowledge and could verify answers, a strategy termed "epistemic safeguarding." The study discusses implications for critical AI literacy in secondary education.

翻译：本研究采用混合方法，考察了中学生在正式课堂环境中与生成式人工智能聊天机器人ChatGPT-5的互动，重点关注其态度、焦虑情绪以及对幻觉输出的反应。研究对象为来自三所希腊高中的109名16岁学生，他们在为期八小时的“技术”课程干预中使用ChatGPT-5。学生参与了信息检索、简历生成、文档与视频摘要、图像生成、测验创建及适龄解释等任务，其中包含专门设计用于诱发幻觉的环节。定量数据通过学生人工智能态度量表（SATAI）和人工智能焦虑量表（AIAS）收集；定性数据来自对36名学生的半结构化访谈。SATAI结果显示学生对AI持中等积极态度，认知评价维度强于行为意向维度；而AIAS分数表明学生存在中等程度的学习相关焦虑，并对AI驱动的职业替代表现出更高担忧。人工智能焦虑的性别差异较小且不显著，而女学生比男学生报告了更积极的认知态度。人工智能态度与人工智能焦虑基本无相关性。主题分析识别出四项教学赋能（知识拓展、即时反馈、熟悉界面、感知技能发展）和三项制约因素（准确性不确定、对AI反馈的焦虑、隐私担忧）。在遭遇幻觉后，许多学生表示会将AI使用限制在自身已具备知识且能验证答案的领域，该策略被称为“认知防护”。本研究探讨了其对中等教育中批判性人工智能素养的启示。