AI and negotiation: Facilitating learning or Fostering dependency?

AI is being used in negotiation teaching and training both to promote learning and to facilitate planning for and executing a negotiation. This is a review of current empirical research on the relationships between AI negotiation interventions and learning and dependency. It categorizes AI negotiation interventions by practice, coaching, and feedback. It evaluates their effects on learning with respect to knowledge, satisfaction, behavior, and outcomes. Socratic coaching and post negotiation feedback and reflection appear to facilitate learning. However, interactive explicit AI coaching during planning or negotiation may risk dependency. Rather than dependency due to laziness, motivated students may defer to AI expertise. Alternatively, they may be overloaded by dynamic AI advice. The review concludes that there are many opportunities for future research on the question of if, why, and how AI can facilitate negotiators' learning versus dependency. Research that looks broadly at learning, that compares separate versus packages of AI interventions, and that identifies mechanisms behind learning versus dependency is especially needed.