Use and Effectiveness of Chatbots as Support Tools in GIS Programming Course Assignments

Advancements in large language models have significantly transformed higher education by integrating AI chatbots into course design, teaching, administration, and student support. This study evaluates the use, effectiveness, and perceptions of chatbots in a Python-based graduate-level GIS programming course at a U.S. university. Students self-reported perceived improvements in skills and the use of different help resources across three home assignments of varying complexity and spatial context. In group discussions, students shared their experiences, strategies, and envisioned future applications of chatbots in GIS programming and beyond. The results indicate that prior programming experience enhances students’ perception of assignment usefulness, and that chatbots serve as a partial replacement for traditional help resources (e.g., websites) in completing assignments. Overall, students expressed positive sentiments regarding chatbot effectiveness, especially for complex spatial tasks. While students were optimistic about the potential of chatbots to enhance future learning, concerns were raised about overreliance on AI, which could hinder the development of independent problem-solving and programming skills. In conclusion, this study offers valuable insights into optimizing chatbot integration in GIS education.