Developing Artificial Intelligence (AI) tools including AI chatbox for teaching and learning forensic criminology: A student-led Team-Based Learning initiative

This project aims to improve the delivery of forensic criminology at the undergraduate level by integrating artificial intelligence (AI) tools into teaching and learning. It focuses on reinforcing key theories, models, and concepts while giving students the chance to apply their understanding in realistic, investigative tasks. Drawing on simulation, narrative construction, and teamwork, the project uses AI to support an engaging and practice-informed learning experience. The project will be implemented in the course SS4718 Forensic Criminology.Students will work in teams to design plausible crime scenarios based on textbook concepts and selected real-world cases. Each team will craft composite scenes that include relevant physical evidence - such as blood patterns, fingerprints, bodily fluids, fibers, debris, or signs of injury - along with contextual details of the crime, such as location or behavioural indicators. After creating the setting, students will develop character profiles for simulated witnesses and offenders, writing narrative accounts that reflect what may have happened before, during, and after the crime. These scenarios will include fictional perspectives from forensic pathologists, medical officers, or scientific investigators to reflect the collaborative nature of real casework.These narratives and character profiles will be transformed into AI-driven chatbots (e.g., ChatGPT), trained by students to take on the role of a witness or expert. These bots will respond only under certain conditions - students must ask thoughtful, investigative questions to access relevant details, simulating the controlled flow of information during formal interviews. In parallel, students will use AI video-generation tools such as Grok to produce short visual summaries (typically under 30 seconds) that depict elements of the crime scene or testimony. Care will be taken to strictly exclude overly violent or sexual crime content, ensuring the materials remain appropriate and inclusive for all students.Once the scenarios are built, students will investigate each other’s cases, acting as forensic analysts or lead investigators. Before beginning, they will complete a short survey to assess their baseline understanding of forensic methods and their comfort using AI-based tools. After the project, a follow-up survey will gather feedback on skill development, confidence, and overall learning. Some students may be invited to take part in brief interviews to offer more in-depth insight into their experiences. Throughout the process, the instructor will act as a facilitator - providing guidance on the tools, encouraging ethical thinking, and supporting reflection and discussion.Through this hands-on work, students will strengthen their ability to apply theory, assess evidence in realistic contexts, and engage thoughtfully with AI as a learning aid. They’ll also build transferable skills in collaboration, communication, and problem solving. Engaging respectfully with simulated witness accounts and learning how to ask the right questions will support the development of empathy - an often-overlooked aspect of criminology education. By the end of the process, they’ll have had experience stepping into the roles of both designer and investigator. The goal is to develop more confident, capable, and critically aware students, better prepared to confront the complexities of real-world criminological practice.