Using Generative Artificial Intelligence in a Contract Simulation to Promote Student Learning in Business Law

Abstract

Experiential learning plays an important role in teaching business law. This paper builds upon prior research regarding the use of experiential learning activities to teach contract law, by adding the use of generative artificial intelligence to a contract simulation activity. As part of a multi-week, in-class simulation, students used generative artificial intelligence to generate contract language and applied the principles learned in an undergraduate business law course to critically evaluate and revise contract terms with instructor guidance. Students perceived that this experiential learning exercise effectively promoted student engagement, critical thinking skills, and learning about contract law and generative artificial intelligence.