Development and Implementation of a GeoAI-Based Geographic Inquiry Learning Program Integrating Generative AI and Satellite Imagery

doi:10.17279/jkagee.2025.33.4.73

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2025 Vol.33, Issue 4 Preview Page Next Page

Special Issue

Development and Implementation of a GeoAI-Based Geographic Inquiry Learning Program Integrating Generative AI and Satellite Imagery 생성형 AI와 위성사진 기반 지리 탐구 프로그램 개발과 적용: 김형숙
Hyung-suk Kim; 이화여자대학교 사회과교육과 박사

Ph.D., Department of Social Studies Education, The Graduate School, Ewha Womans University

30 November 2025. pp. 73~89

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Abstract

The purpose of this study was to develop and implement a GeoAI-based geographic inquiry learning program that integrates generative artificial intelligence (AI) and satellite imagery. The program was designed by combining experiential learning theory with the geographic inquiry process and was conducted with 21 high school students in Seoul over six class sessions. Data collected from students’ worksheets, written responses, and the researcher’s observation journals were analyzed through qualitative content analysis to examine learners’ geographical thinking and AI-based inquiry experiences. The results showed that learners demonstrated spatial, integrative, and relational thinking, and a high frequency of co-occurrence was observed among these elements. Generative AI provided contextual feedback throughout the inquiry process and played a supportive role in expanding learners’ thinking. In addition, learners experienced positive forms of inquiry such as immersion, cognitive support, and self-growth through interactions between satellite imagery and generative AI. These findings suggest that GeoAI-based learning is an effective instructional strategy that promotes the deepening of geographical thinking and the enhancement of inquiry experiences.

Keywords

Generative AI

Satellite Imagery

GeoAI

Geographical Thinking

Geographical Inquiry

본 연구의 목적은 생성형 AI와 위성사진을 융합한 GeoAI 기반 지리 탐구 학습 프로그램을 개발하고, 이를 적용하는 것이다. 본 연구에서 개발한 프로그램은 경험학습 이론과 지리 탐구 절차를 통합하여 설계되었으며, 서울 소재 고등학교 학생 21명을 대상으로 6차시에 걸쳐 진행되었다. 학습자의 활동지와 서술형 응답, 연구자의 관찰 일지 등에서 수집된 자료를 질적 내용 분석하여 학습자의 지리적 사고와 AI 기반 탐구 경험을 탐색하였다. 연구 결과, 학습자의 지리적 사고는 공간적·통합적·관계적 사고 모두 발현되었으며, 이러한 요소 간에 높은 공출현 빈도가 확인되었다. 생성형 AI는 탐구 과정에서 맥락적 피드백을 제공하며, 학습자의 사고 확장을 지원하는 역할을 하였다. 또한 학습자들은 위성사진과 생성형 AI의 상호작용을 통해 탐구 몰입, 인지적 지원, 자기 성장 등의 긍정적 탐구 경험을 하였다. 이러한 결과는 GeoAI 기반 학습이 지리적 사고 심화와 탐구 경험 확장을 촉진하는 효과적인 교수학습 전략임을 시사한다.

키워드

위성사진

GeoAI

지리적 사고

지리 탐구

References

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유재진, 2023, “인공지능을 활용한 지리교육 연구 - ChatGPT 기반 질의·응답을 중심으로”, 한국사진지리학회지, 33(1), 162-173.
이상수, 2014, “언어 네트워크 분석 방법을 활용한 학술논문의 내용분석”, 정보관리학회지, 31(4), 49-68.10.3743/KOSIM.2014.31.4.049
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이종원, 2023, “디지털 전환 시대의 지리교육 패러다임 변화와 과제”, 한국지리환경교육학회지, 31(2), 15-25.
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이종원, 2024b, “지리적 사고란 무엇인가? 그리고 어떻게 향상시킬 수 있는가?”, 한국지리환경교육학회지, 32(4), 77-91.
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Abdelghani, R., El-Sheikh, E., and Youssef, M., 2025, Investigating middle school students’ question-asking and answer-evaluation skills when using ChatGPT for science investigation, arXiv preprint.
Adaktylou, N., Kaimaris, D., Sylaiou, S., Georgoula, O., and Patias, P., 2020, An international comparative study on the integration of satellite remote sensing in school education: Evidence that the use of satellite imagery induces high motivation and interest by the learners, International Journal of Educational Methodology, 6(3), 497-511.
Cheung, S. K. S. and Pang, M. Y. C., 2011, Enable spatial thinking using GIS and satellite remote sensing – A teacher-friendly approach, Procedia–Social and Behavioral Sciences, 21, 130-138.10.1016/j.sbspro.2011.07.014
Collin, S. and Lepage, A., 2023, Ethical and Critical Issues of Artificial Intelligence in Education: A Systematic Review of the Literature, Canadian Journal of Learning and Technology, 49(3), 1-29.10.21432/cjlt28448
Cox, H. M., Kelly, K., and Yetter, L., 2014, Using remote sensing and geospatial technology for climate change education, Journal of Geoscience Education, 62(3), 172-183.10.5408/13-040.1
Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D., and Siemens, G., 2024, Impact of AI assistance on student agency, Computers & Education, 210, 104967. 10.1016/j.compedu.2023.104967
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Hosseini, F. and Vandadi, R.-T., 2023, Geospatial artificial intelligence (GeoAI) and satellite remote sensing: A review, Sustainability, 15(19), 14125.10.3390/su151914125
Kolb, D. A., 1984, Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Kunnath, A. J. and Botes, W., 2025, Transforming science education with artificial intelligence: Enhancing inquiry-based learning and critical thinking in South African science classrooms, Eurasia Journal of Mathematics Science and Technology Education, 21(6), em2655.10.29333/ejmste/16532
Kurniawan, E., Syifauddin, M., Sholeh, M., Sriyanto, and Sari, S. N., 2024, Environmental problem-solving learning model with GIS-based learning media, International Journal of Engineering and Information, 7(3), 381-394.10.18280/ijei.070301
Landenberger, R. E., Warner, T. A., Ensign, T. L., and Nellis, M. D., 2006, Using remote sensing and GIS to teach inquiry-based spatial thinking skills: An example using the GLOBE program’s integrated Earth systems science, Geocarto International, 21(3), 61-71.10.1080/10106040608542394
Lee, J., 2023, Beyond geospatial inquiry—How can we integrate the latest technological advances into geography education?, Education Sciences, 13(11), 1128.10.3390/educsci13111128
Li, M. and Wilson, J., 2025, AI-integrated scaffolding to enhance agency and creativity in K-12 English language learners: A systematic review, Information, 16(7), 519.10.3390/info16070519
Martínez-Vega, J., Gallardo, M., and Echavarría, P., 2015, Satellite images and teaching of geography, Journal of Research and Didactics in Geography, 1(4), 55-66.
Mayring, P., 2014, Qualitative content analysis: Theoretical foundation, basic procedures and software solution, Klagenfurt, Austria: Beltz.10.1007/978-94-017-9181-6_13
Mazari, N., 2025, Building metacognitive skills using AI: Using AI tools to help learners reflect on their learning process, RHS-Revista Humanismo y Sociedad, 13(1), 1-20.10.22209/rhs.v13n1a04
Meyer, J., Nguyen, T., Wang, L., and Smith, A., 2024, Using large language models to bring evidence-based feedback into the classroom, Computers and Education: Artificial Intelligence, 5, 100187.
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Walter, Y., 2024, Embracing the future of artificial intelligence in the classroom: The relevance of AI literacy, prompt engineering, and critical thinking in modern education, International Journal of Educational Technology in Higher Education, 21(1), 15-29.10.1186/s41239-024-00448-3
Williamson, B., Eynon, R., Knox, J., and Davies, H. C., 2023, Critical perspectives on AI in education: Political economy, discrimination, commercialization, governance and ethics. In B. du Boulay, A. Mitrovic, and K. Yacef (Eds.), Handbook of Artificial Intelligence in Education (pp. 555-573). Cheltenham, UK: Edward Elgar Publishing.10.4337/9781800375413.00037

Information

Publisher :The Korean Association Of Geographic And Environmental Education
Publisher(Ko) :한국지리환경교육학회
Journal Title :The Journal of The Korean Association of Geographic and Environmental Education
Journal Title(Ko) :한국지리환경교육학회지
Volume : 33
No :4
Pages :73~89
DOI :https://doi.org/10.17279/jkagee.2025.33.4.73

[1] 강영옥, 2023, “GeoAI 활용 분야와 연구 동향”, 대한지리학회지, 58(4), 395-418.10.22776/KGS.2023.58.4.395

[2] 김민성, 2016, “로우테크 원격탐사 활동의 교육적 효과 – 비판적 공간사고력을 중심으로”, 한국지리환경교육학회지, 24(4), 115-130.

[3] 유재진, 2023, “인공지능을 활용한 지리교육 연구 - ChatGPT 기반 질의·응답을 중심으로”, 한국사진지리학회지, 33(1), 162-173.

[4] 이상수, 2014, “언어 네트워크 분석 방법을 활용한 학술논문의 내용분석”, 정보관리학회지, 31(4), 49-68.10.3743/KOSIM.2014.31.4.049

[5] 이종원, 2022, 한국지리 탐구: 국토의 변화와 지속가능성, 한국지리 탐구 온라인 자료(https://kgeography.tistory.com/13, 2025년 5월)

[6] 이종원, 2023, “디지털 전환 시대의 지리교육 패러다임 변화와 과제”, 한국지리환경교육학회지, 31(2), 15-25.

[7] 이종원, 2024a, “AI는 지리 교수학습을 어떻게 바꿔놓을 것인가? – 지리탐구를 중심으로 –”, 한국지리환경교육학회지, 32(1), 95-112.

[8] 이종원, 2024b, “지리적 사고란 무엇인가? 그리고 어떻게 향상시킬 수 있는가?”, 한국지리환경교육학회지, 32(4), 77-91.

[9] 장재철·윤예원·박경애, 2017, “위성 영상을 활용한 과학 영재 대상 R&E 교육 프로그램 개발 -시흥시 주변 지표이용분류를 중심으로”, 현장과학교육, 11(10), 98-112.

[10] Abdelghani, R., El-Sheikh, E., and Youssef, M., 2025, Investigating middle school students’ question-asking and answer-evaluation skills when using ChatGPT for science investigation, arXiv preprint.

[11] Adaktylou, N., Kaimaris, D., Sylaiou, S., Georgoula, O., and Patias, P., 2020, An international comparative study on the integration of satellite remote sensing in school education: Evidence that the use of satellite imagery induces high motivation and interest by the learners, International Journal of Educational Methodology, 6(3), 497-511.

[12] Cheung, S. K. S. and Pang, M. Y. C., 2011, Enable spatial thinking using GIS and satellite remote sensing – A teacher-friendly approach, Procedia–Social and Behavioral Sciences, 21, 130-138.10.1016/j.sbspro.2011.07.014

[13] Collin, S. and Lepage, A., 2023, Ethical and Critical Issues of Artificial Intelligence in Education: A Systematic Review of the Literature, Canadian Journal of Learning and Technology, 49(3), 1-29.10.21432/cjlt28448

[14] Cox, H. M., Kelly, K., and Yetter, L., 2014, Using remote sensing and geospatial technology for climate change education, Journal of Geoscience Education, 62(3), 172-183.10.5408/13-040.1

[15] Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D., and Siemens, G., 2024, Impact of AI assistance on student agency, Computers & Education, 210, 104967. 10.1016/j.compedu.2023.104967

[16] Du, X., Du, M., Zhou, Z., Bai, Y., et al., 2025, Facilitator or hindrance? The impact of AI on university students’ higher-order thinking skills in complex problem solving, International Journal of Educational Technology in Higher Education, 22, 1-39.10.1186/s41239-025-00534-0

[17] Han, Y., Hong, S., Li, Z., and Lim, C., 2025, Defining and classifying the roles of intelligent learning companion systems: A scoping review of the literature, TechTrends, 69(3), 567-581.10.1007/s11528-025-01058-0

[18] Hosseini, F. and Vandadi, R.-T., 2023, Geospatial artificial intelligence (GeoAI) and satellite remote sensing: A review, Sustainability, 15(19), 14125.10.3390/su151914125

[19] Kolb, D. A., 1984, Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

[20] Kunnath, A. J. and Botes, W., 2025, Transforming science education with artificial intelligence: Enhancing inquiry-based learning and critical thinking in South African science classrooms, Eurasia Journal of Mathematics Science and Technology Education, 21(6), em2655.10.29333/ejmste/16532

[21] Kurniawan, E., Syifauddin, M., Sholeh, M., Sriyanto, and Sari, S. N., 2024, Environmental problem-solving learning model with GIS-based learning media, International Journal of Engineering and Information, 7(3), 381-394.10.18280/ijei.070301

[22] Landenberger, R. E., Warner, T. A., Ensign, T. L., and Nellis, M. D., 2006, Using remote sensing and GIS to teach inquiry-based spatial thinking skills: An example using the GLOBE program’s integrated Earth systems science, Geocarto International, 21(3), 61-71.10.1080/10106040608542394

[23] Lee, J., 2023, Beyond geospatial inquiry—How can we integrate the latest technological advances into geography education?, Education Sciences, 13(11), 1128.10.3390/educsci13111128

[24] Li, M. and Wilson, J., 2025, AI-integrated scaffolding to enhance agency and creativity in K-12 English language learners: A systematic review, Information, 16(7), 519.10.3390/info16070519

[25] Martínez-Vega, J., Gallardo, M., and Echavarría, P., 2015, Satellite images and teaching of geography, Journal of Research and Didactics in Geography, 1(4), 55-66.

[26] Mayring, P., 2014, Qualitative content analysis: Theoretical foundation, basic procedures and software solution, Klagenfurt, Austria: Beltz.10.1007/978-94-017-9181-6_13

[27] Mazari, N., 2025, Building metacognitive skills using AI: Using AI tools to help learners reflect on their learning process, RHS-Revista Humanismo y Sociedad, 13(1), 1-20.10.22209/rhs.v13n1a04

[28] Meyer, J., Nguyen, T., Wang, L., and Smith, A., 2024, Using large language models to bring evidence-based feedback into the classroom, Computers and Education: Artificial Intelligence, 5, 100187.

[29] Reeves, T. C., 2006, Design research from a technology perspective, in J. van den Akker, K. Gravemeijer, S. McKenney, and N. Nieveen (eds.), Educational design research, Routledge, London, 52-66.

[30] Shin, N., Haudek, K., and Krajcik, J., 2025, The potential of using AI to improve student learning in STEM: Now and in the future, Community for Advancing Discovery Research in Education (CADRE), Education Development Center, Inc.

[31] Sidorkin, A. M., 2025, Leapfrogging effect hypothesis: Generative AI as a permanent scaffold in higher education, Social Science and Humanities Open, (SSRN). https://doi.org/10.2139/ssrn.523056510.2139/ssrn.5230565

[32] Silva, R., Oliveira, C., and Pereira, M., 2025, Evaluating the adherence of synthetic digital educational content to Kolb’s learning theory, Computers and Education: Artificial Intelligence, 6, 1204.10.5220/0013496400003932

[33] Simerská, D., 2023, The importance of remote sensing in geography education, Geografie, 128(4), 419-435.10.37040/geografie.2023.015

[34] Simoes, R., Camara, G., Queiroz, G., Souza, F., Andrade, P. R., Santos, L., Carvalho, A., and Ferreira, K., 2021, Satellite image time series analysis for big Earth observation data, Remote Sensing, 13(13), 2428.10.3390/rs13132428

[35] Steinert, S., Avila, K. E., Ruzika, S., and Kuhn, J., 2024, Harnessing large language models to develop research-based learning assistants for formative feedback, Smart Learning Environments, 11, 62.10.1186/s40561-024-00354-1

[36] Sun, Y., and Deng, L., 2025, Using generative AI to enhance experiential learning: An exploratory study of ChatGPT use by university students, Educational Technology Research and Development, 73(2), 112-134.

[37] Tomisu, H., Ueda, J., and Yamanaka, T., 2025, The cognitive mirror: A framework for AI-powered reflection and metacognitive support, Frontiers in Education, 10, 1697554.10.3389/feduc.2025.1697554

[38] Vygotsky, L. S., 1978, Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

[39] Walter, Y., 2024, Embracing the future of artificial intelligence in the classroom: The relevance of AI literacy, prompt engineering, and critical thinking in modern education, International Journal of Educational Technology in Higher Education, 21(1), 15-29.10.1186/s41239-024-00448-3

[40] Williamson, B., Eynon, R., Knox, J., and Davies, H. C., 2023, Critical perspectives on AI in education: Political economy, discrimination, commercialization, governance and ethics. In B. du Boulay, A. Mitrovic, and K. Yacef (Eds.), Handbook of Artificial Intelligence in Education (pp. 555-573). Cheltenham, UK: Edward Elgar Publishing.10.4337/9781800375413.00037

The Journal of The Korean Association of Geographic and Environmental Education ISSN:1226-511X(Print) 2586-5641(Online) 한국지리환경교육학회지

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