AI and Negotiation Learning

Abstract: This review of theory and research on AI negotiation and learning raises two pedagogical questions: 1) Does AI-facilitated negotiation training facilitate learning, or does it create dependency? 2) If learning with AI does occur, does it transfer beyond the classroom to students’ real-world negotiations? To address these questions the review considers: how the AI enabled negotiation classroom differs from the traditional negotiation classroom; four criteria by which to evaluate negotiation learning: knowledge, satisfaction, behavior and short and long term outcomes; coaching and feedback models by which AI is being incorporated into negotiation education and the empirical evidence of learning associated with these different models. The review concludes that although the empirical evidence of negotiation learning and dependency is extremely limited what evidence is available is promising and justifies a multifocal research agenda focused on how AI-facilitated learning affects the development, transfer, and durability of negotiation competence.

Keywords: AI, Negotiation, Learning