Abstract
Aerial photographs are used in various professions to gather information about the physical environment and human activities. In Geography classrooms, learners and students often find it challenging to analyse aerial photographs due to the eagle’s eye perspective. Although clues such as colour, texture, and patterns provide valuable information, it is often necessary to provide a map of the area to support analysis of aerial photographs. However, successful analysis requires more than knowledge of cues and map symbols, it also requires adequate geographic knowledge.
In the South African context, the low threshold (30%) to pass geography has a negative cumulative effect on the development of sufficient geographical knowledge over time. Thus, learners and students may find it difficult to analyse aerial photographs effectively. In the past, dishonest learners and students turned to plagiarism in attempts to earn marks. Since 30 November 2022, dishonest learners and students have been able to instruct ChatGPT-3.5 to complete tasks on their behalf. However, this AI tool was ineffective for aerial photograph analysis. This limitation was removed on 14 March 2023 with the launch of ChatGPT-4V, as it can interpret and analyse satellite and aerial photographs. Yet, little research has been conducted to determine the usefulness of ChatGPT-4V in Geography classrooms. The factors that can drive the adoption of ChatGPT-4V to analyse aerial photographs have not been identified. Without a solid knowledge base, it is difficult to understand the implications for Geography classrooms if learners and students were to adopt ChatGPT-4V to analyse aerial photographs.
The purpose of this research was threefold, namely (a) to determine the usefulness of ChatGPT-4V to analyse aerial photographs, (b) to predict whether it would be adopted, and (c) to discuss the implications for Geography classrooms if ChatGPT-4V were adopted to analyse aerial photographs. The conceptual-theoretical framework focused on two concepts, namely aerial photographs and ChatGPT-4V. It also provides a theoretical model for predicting whether an AI tool would be adopted in Geography classrooms to analyse aerial photographs. During the literature review little evidence was found that ChatGPT-4V can be useful for analysing aerial photographs. However, the usefulness of the Artificial Intelligence Adoption Prediction Model was confirmed. This exploratory case study was conducted in three steps. Firstly, ten discussions were held with ChatGPT-4V to explore its geographical knowledge regarding aerial photographs and its ability to analyse and interpret them. The discussions focused on themes related to teaching and learning this component of Geography.
The first finding is that ChatGPT-4V can be useful to analyse aerial photographs. It could discuss types of aerial photographs, calculate scale and distance, and identified various physical features and human activities. Previous research findings were confirmed, namely that ChatGPT-4V could identify mountains, beaches, coastlines, and highways. This research adds that ChatGPT-4V could identify a snowy landscape and a river. It could also interpret aerial photographs to determine which plots might be more expensive (river plots) and explain how bodies of water and relief have influenced the layout of Cape Town. ChatGPT-4V correctly identified various forms of transport and suggested the possibility that three types of economic activities may be undertaken in the area covered by an aerial photograph. It could use aerial photographs to compile a case study and a multiple-choice test, both with memoranda. Unlike in previous findings, it easily identified the central business district (CBD) of Cape Town. However, it must be noted that ChatGPT-4V made errors and hallucinated convincingly. It could not illustrate the types of aerial photographs and it hallucinated captions for sketches. Although it provided valid links to aerial photographs, the task was not performed correctly due to inclusion of oblique aerial photographs.
The second finding is that eight of the nine drivers of the AIAPM can promote the uptake of ChatGPT-4V in Geography classrooms to analyse aerial photographs. The last driver cannot be ignored, as groups already share costs to afford ChatGPT-4V. Based on the high Adoption Prediction Score (eight out of nine), it is likely that ChatGPT-4V would be adopted to analyse aerial photographs. Therefore, policies and strategies must be developed to promote responsible use of ChatGPT-4V in Geography classrooms.
Both findings have important implications for Geography classrooms.
Using ChatGPT-4V to analyse aerial photographs can reduce the workload of teachers and lecturers, as ChatGPT-4V can create tests and case studies based on aerial photographs. The responses were good, but it is important to note that ChatGPT-4V made language errors and hallucinated convincingly. Thus, responses must be critically evaluated and refined. Using ChatGPT-4V for this purpose can create time for teaching and learning, which may positively impact academic performance.
ChatGPT-4V can promote differentiated education if used to create personalised learning experiences. In the process, all learners in a class can be involved, the underachievers as well as the top achievers. However, learners and students must understand that this patient, friendly, available personal assistant can hallucinate convincingly. If used cautiously, ChatGPT-4V can promote the development of geographical knowledge as well as two essential 21st century skills, namely the ability to use technology to solve problems and the ability to be critical readers.
ChatGPT-4V can promote access to aerial photographs in Geography classrooms. Previously, it was recommended that Geographic Information Libraries collaborate with schools to promote access to aerial photographs. In the South African context, this is not a viable solution for schools in remote rural areas. Currently, ChatGPT-4V can be used to increase access to aerial photographs and reduce costs, as a single aerial photograph instead of a set can be purchased. If teachers and lecturers purchase a variety of aerial photographs, learners and students can be exposed to various areas of the earth, thereby promoting learning and the development of geographical knowledge.
A final implication is that dishonest learners and students might be tempted to use ChatGPT-4V to analyse aerial photographs on their behalf due to the quality and speed of its responses. This potential abuse can be minimised if teachers and lecturers follow a learning-oriented approach to assessment. In this process, responsible use of AI tools can be promoted.
Keywords: aerial photographs; Artificial Intelligence Adoption Prediction Model; ChatGPT-4V; geography; geography classrooms
- This article’s featured image was created by Stephen Cruickshank and obtained from Pixabay.