ChatGPT-5 in Secondary Education: A Mixed-Methods Analysis of Student Attitudes, AI Anxiety, and Hallucination-Aware Use

This mixed-methods study directly evaluates ChatGPT-5 use with 109 secondary (age 16) students in Greek high schools, measuring attitudes (SATAI), anxiety (AIAS), and student responses to deliberately triggered hallucinations across multiple task modalities. The research identifies pedagogical affordances, constraints, and documents how students develop 'epistemic safeguarding' strategies after encountering incorrect AI outputs.

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-appropri

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