Immersive Writing Ecosystems: AI as Co-Regulator in Academic Legal Writing Education

Abstract

Academic legal writing is a cornerstone of higher legal education, yet students often see it as one of the most difficult skills to master. Large cohorts, diverse entry levels, and limited contact hours restrict opportunities for personalized feedback. At the same time, generative AI is rapidly reshaping writing practices. Students already use AI tools, often without guidance, raising concerns about responsible integration. This work-in-progress extended abstract introduces the conceptual design of an AI-empowered immersive learning ecosystem for legal writing. We reframe writing education not as isolated skills training but as an ecosystem where human and AI actors interact as co-regulators. This aligns with Morgado's reconceptualization of AI as participant rather than tool, a framing we adopt throughout this paper to position AI as co-regulator within the learning ecosystem. The design integrates diagnostic entry tests, personalized learning routes, and iterative cycles of AI and instructor feedback. AI functions as peer, coach, and process monitor, complementing rather than replacing instructors. Expected outcomes include increased student agency, scalable feedback processes, and transferable insights for other disciplines. Our contribution is threefold: (1) a theoretical synthesis positioning AI as co-regulator within immersive learning theory, (2) a conceptual argument that immersion can be realized in text-based academic practices beyond XR, and (3) a concrete case design for legal writing education that operationalizes these principles.