03 Jan 2024
 | 03 Jan 2024
Status: this preprint is currently under review for the journal GC.

Harnessing AI for Geosciences Education: A Deep Dive into ChatGPT's Impact

Subham Patra, T. Sumit Singha, Megh Kanvinde, Angana Mazumdar, and Swastika Kanjilal

Abstract. The integration of artificial intelligence language models, particularly Chat GPT, into geosciences education has the potential to transform the learning landscape. This study explores the impact of ChatGPT on geoscience education. The research comprises two phases: first, a survey to understand students' perceptions and usage patterns of ChatGPT, and second, a series of tests to assess its reliability, content generation capabilities, translation abilities, and potential biases.

The survey findings reveal that ChatGPT is gaining popularity among geoscience students, with many using it as a quick information retrieval tool and for content generation tasks. However, students expressed concerns about its accuracy, potential biases, and lack of awareness regarding its limitations. While ChatGPT offers benefits in terms of generating content and streamlining educational tasks, it cannot replace the essential role of human teachers in fostering critical thinking and problem-solving skills. Thus, a balanced approach is crucial. Ethical concerns surrounding ChatGPT include its potential to bypass plagiarism detectors, introduce biases, and raise issues related to data privacy and misinformation. Responsible adoption of AI technologies in education is essential to address these concerns. In conclusion, ChatGPT has the potential to enhance geoscience education, but its implementation should be approached with caution. By understanding its capabilities and limitations, educators can leverage AI technologies to create more engaging, inclusive, and effective learning experiences while upholding academic integrity and ethical standards.

Publisher's note: Copernicus Publications remains neutral with regard to jurisdictional claims made in the text, published maps, institutional affiliations, or any other geographical representation in this preprint. The responsibility to include appropriate place names lies with the authors.
Subham Patra, T. Sumit Singha, Megh Kanvinde, Angana Mazumdar, and Swastika Kanjilal

Status: final response (author comments only)

Comment types: AC – author | RC – referee | CC – community | EC – editor | CEC – chief editor | : Report abuse
  • RC1: 'Comment on gc-2023-7', Matt McCullock, 09 Feb 2024
    • AC1: 'Reply on RC1', Subham Patra, 17 Apr 2024
  • RC2: 'Comment on gc-2023-7', Steven Rogers, 20 May 2024
Subham Patra, T. Sumit Singha, Megh Kanvinde, Angana Mazumdar, and Swastika Kanjilal
Subham Patra, T. Sumit Singha, Megh Kanvinde, Angana Mazumdar, and Swastika Kanjilal


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Short summary
This research examines the impact of ChatGPT in geoscience education, revealing its growing popularity among students. While it offers benefits like content generation, it raises concerns about accuracy, biases, and academic integrity. The work emphasizes the need for responsible AI adoption and the development of guidelines for its ethical use in education. This study informs educators, students, and institutions about the opportunities and challenges AI presents in the geoscience classroom.