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.

本研究从教育学的角度探讨生成性人工智能（GenAI）模型和工具在一个学期的二年级本科软件工程团队项目中的影响，填补了对GenAI在团队工作中的角色和影响的理解空白。通过对39名学生的调查和8名学生的访谈，研究揭示了GenAI使用对学生编码体验、学习和自我效能的影响，并提出了基于GenAI的编程学习工具的初步设计空间，强调了支持透明度及不同角色的支持能力模式的重要性。

大型语言模型在软件工程团队项目中的整合：角色、影响及计算教育中人工智能工具的教学设计空间