  Background: Large Language Models (LLMs) such as ChatGPT and CoPilot are
influencing software engineering practice. Software engineering educators must
teach future software engineers how to use such tools well. As of yet, there
have been few studies that report on the use of LLMs in the classroom. It is,
therefore, important to evaluate students' perception of LLMs and possible ways
of adapting the computing curriculum to these shifting paradigms.
  Purpose: The purpose of this study is to explore computing students'
experiences and approaches to using LLMs during a semester-long software
engineering project.
  Design/Method: We collected data from a senior-level software engineering
course at Purdue University. This course uses a project-based learning (PBL)
design. The students used LLMs such as ChatGPT and Copilot in their projects. A
sample of these student teams were interviewed to understand (1) how they used
LLMs in their projects; and (2) whether and how their perspectives on LLMs
changed over the course of the semester. We analyzed the data to identify
themes related to students' usage patterns and learning outcomes.
  Results/Discussion: When computing students utilize LLMs within a project,
their use cases cover both technical and professional applications. In
addition, these students perceive LLMs to be efficient tools in obtaining
information and completion of tasks. However, there were concerns about the
responsible use of LLMs without being detrimental to their own learning
outcomes. Based on our findings, we recommend future research to investigate
the usage of LLM's in lower-level computer engineering courses to understand
whether and how LLMs can be integrated as a learning aid without hurting the
learning outcomes.
