The recent success of large language models and AI chatbots such as ChatGPT in various knowledge domains has a severe impact on teaching and learning Geography and GIScience. The underlying revolution is often compared to the introduction of pocket calculators, suggesting analogous adaptations that prioritize higher-level skills over other learning content. However, using ChatGPT can be fraudulent because it threatens the validity of assessments. The success of such a strategy therefore rests on the assumption that lower-level learning goals are substitutable by AI, and supervision and assessments can be refocused on higher-level goals. Based on a preliminary survey on ChatGPT's quality in answering questions in Geography and GIScience, we demonstrate that this assumption might be fairly naive, and effective control in assessments and supervision is required.

翻译：大型语言模型及ChatGPT等人工智能聊天机器人在多个知识领域的近期成功，对地理学与地理信息科学的教学产生了深远影响。这场技术变革常被类比为袖珍计算器的引入，暗示着应优先培养高阶技能而调整其他学习内容的类似适应策略。然而，使用ChatGPT可能构成学术欺诈，因其会威胁考核的有效性。此类策略的成功依赖于一个前提：低阶学习目标可被人工智能替代，且监督与评估可重新聚焦于高阶目标。基于对ChatGPT在地理学与地理信息科学领域问题回答质量的初步调研，我们证明该假设可能过于天真，而有效的考核监督机制不可或缺。