MENU
Department of Geography
Search

Motivations, Habits and Risks of using ChatGPT in the On-Campus Quantitative Geography course

December 19, 2024
Facebook
Twitter
LinkedIn
Reddit
SMS
Email
Copy

The rise of artificial intelligence generally and ChatGPT specifically has the potential to both enable and to disrupt the higher education environment. There is the evolving balance between productivity gains and academic integrity concerns. Motivations, habits and risks identified by students can give insights into ways to harness ChatGPT for effective teaching and learning.

The GEOG251 Quantitative Geography course provides solid grounding in evidence-based decision making by linking geospatial data, geographic information systems (GIS), and statistical analysis to explore complex geographic questions.

The course is delivered on-campus with content lectures, practical data-oriented computer labs and all contextualized with extensive worked examples and real-world applications. The course is taught by Dr. Shiv Balram and is capped at 60 due to lab and classroom space needs. Students learn how to leverage geospatial data, engage in problem-solving, perform analysis, and identify feasible solutions.

In the GEOG251 course, students are allowed to use ChatGPT to support their learning efforts provided they reflect on and document how they use the technology. In the Fall 2024 offering of the course, 49 of 57 undergraduate students provided feedback about their motivations, habits and risks associated with using ChatGPT in the course.

ChatGPT Motivations

Students showed various motivation levels for using ChatGPT in the course. From the results, a significant proportion of students are neutral to the various motivation reasons but there is a distinct leaning towards agreeing with all the motivating reasons. Peer trends received the highest level of support as a motivating reason for using ChatGPT in the course.

ChatGPT Habits

Habits can reshape traditional practices and in this context ChatGPT can be a disruptive technology. A significant proportion of the students are neutral or disagreed with various habit-forming aspects of the technology. It is worthwhile to note the majority of students are not in the habit of using ChatGPT for complete answers or ideas for assignments. One reason can be that assignments in the course are deliberately designed to render ChatGPT irrelevant.

ChatGPT Risks

Related to the usage of any technology is the associated risks. Two key concerns receiving the highest levels of support for the course were risks associated with being accused of plagiarism and over-dependence on the technology. These highlight that students are cognizant of the role that well-designed course lectures, computer labs and other forms of teaching that emphasize critical thinking can play in deeper and more enriching learning experiences.

The general findings indicate that in these formative years of the technology and when students are in their early years of university learning, it is crucial that firm guidance be provided at all levels to manage risks and develop ethical motivations and habits in all learners.

GEOG 251 is a course taught by Dr. Shivanand Balram in the Geography Department at SFU and is an introduction to basic quantitative techniques for the collection of geographic data. Check out our courses for more.

Search
Search
close