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

ChatGPT is not a pocket calculator -- Problems of AI-chatbots for teaching Geography