ChatGPT Is Not a Pocket Calculator – Problems of AI-Chatbots for Teaching Geography

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. The underlying revolution is often compared to the introduction of pocket calculators, suggesting analogous adaptations that prioritize higher-level skills over other learning content. The success of such a strategy therefore rests on the assumption that lower-level learning goals are substitutable by AI, and assessments can be refocused on higher-level goals. Based on two experiments on ChatGPT’s quality in answering questions in Geography, we demonstrate that this assumption might be fairly naive, and effective control in assessments is required.