Learning from the Dead: A Conceptual Review and Framework for Ghostbots as Experiential Learning Tools in Business Schools

Abstract

This conceptual review paper investigates the possibility of creating real experiential learning at business schools using artificial intelligence-generated replicas of prominent business executives, entrepreneurs, and management thinkers, referred to here as ghostbots. Although it is now theoretically possible to simulate dialogue with historically significant figures thanks to the development of generative AI and digital persona technologies, no previous research has compared this application to accepted educational theories. This paper conducts a PRISMA-informed conceptual review that synthesizes 26 studies from four literatures: ghostbot and digital persona design, experiential learning theory, human-AI interaction and social presence, and precedents in business and entrepreneurship education. The research question is whether such AI replicas can produce authentic experiential learning. Thematic synthesis shows that, when combined with intentional reflective scaffolding, digitally mediated concrete experience can support Kolb experiential learning cycle; however, ghostbot authenticity is still dependent on persona fidelity, open disclosure, and ethical trust rather than being a feature of the technology itself. Based on these results, the study puts forth four theoretical propositions for further empirical investigation along with a conceptual framework that positions perceived authenticity, social presence, and ethical trust as moderators between ghostbot design and advancement through the Kolb cycle. A novel pedagogical framework, a human-AI learning model that integrates previously disparate literatures, and an initial set of design guidelines addressing curricular integration, ethical protections, and technical requirements for responsible ghostbot deployment are among the contributions of the study. The study concludes that ghostbots have real educational potential, but in order to convert technological innovation into real learning outcomes, intentional instructional facilitation and governance are needed.