Ch(e)atGPT? An Anecdotal Approach addressing the Impact of ChatGPT on Teaching and Learning GIScience

Abstract

Natural language processing systems like ChatGPT recently gained enormous attention in the field of higher education. We aim to contribute to this discussion by scrutinising the suitability of current testing methods and potentially necessary shifts in learning objectives in GIScience. This paper presents an anecdotal approach of the impact of ChatGPT on teaching and learning based on a real world use case. It focuses on the results of a fictional student who used ChatGPT for the completion of application development assignments, including coding. The solutions were submitted to the instructor, who assessed the results in a blind experiment. The instructor’s feedback and positive grading as well as the AI-plagiarism results were part of our evaluation of the applied testing methods. This triggered a discussion on the adequacy of current learning objectives in geo-application development and the integration of AI into the learning process.

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