Using Legal Visualization to Teach Law to Business and Technology Students

1. Introduction

Ubi societas, ibi jus. “Where there is society, there is law”. In the field of law and its intricate concepts, the challenges of transmitting knowledge and fostering understanding are profound. Grasping legal principles proves to be a challenge for individuals lacking a legal background. A notable obstacle arises from the use of precise, specialized terminology characterized by performative statements (Laugier, 2005). Interestingly, this legal vocabulary also exists within everyday language, leading to potential difficulties. People might mistakenly assume they comprehend the term and its legal implications, resulting in misinterpretations. Conversely, if a person is unfamiliar with the term, the legal text remains perplexing. An illustrative instance of this comprehension gap emerges when non-legal professionals encounter legal matters, such as street vendor regulations¹⁾. Moreover, the global adoption of guidelines advocating for clear and simple language (ISO, 2023) emphasizes the need for clarity. Regardless of the reasons, challenges persist in understanding the law, let alone effectively applying, utilizing, and adhering to it.

Students not enrolled in law school are no different in this regard. While the conventional method of teaching law, known as the “black letter” approach, involving extensive lectures and extensive readings, has been proven ineffective for business students, a variety of alternative methods for delivering course content have been under examination. The necessity to adapt law teaching methods to cater to diverse student audiences has been extensively discussed and firmly established (Richardson et al., 2009). Various educational challenges have been revealed that are discussed in the literature review.

The present study has been conducted at a French school where the curriculum offers a mix of business and technology courses with the aim to deliver a diploma for business engineers. The vocation of business engineering implies that students develop and adhere to both business and technology professional cultures, thus adding another layer of complexity. Although introducing legal design to law schools has been a flamboyant topic for the last decade and well-considered for business students only, by the time of writing the present article, our searches did not reveal studies about using design thinking elements to teach law to future business engineers. Our study focuses on exploring how using a key design thinking element, such as the legal visualization, can support legal courses’ delivery in business and technology schools. The research question which guided the present study is: “How can legal visualization be used in legal courses in business and technology schools?”

We engaged in a qualitative methodology guided by a design process. The aim was to explore and gather insights about the legal teachers’ experiences at the business and technology school. We sensed a new technique of law course delivery for future business engineers, which facilitates understanding, imagination, and problem-solving skills’ development. Finally, we explored the initial perceptions of the students about the new medium. Figure 1 shows the general research process of this study.

Figure 1

Design process

The article is structured as follows. First, we offer a literature review covering research about teaching law to non-law students (2.1), the difficulties in interdisciplinary curricula (2.2), design thinking for legal education (2.3), visualization and user experience (2.4). The next section lays out the design process we followed which is understanding with semi-structured interviews and ideating legal visualization. The students’ perception of the designed storyboard is presented in the results section. In the final section, we provide a discussion and a concise conclusion.

Regarding the legal design approach, intuitively and graphically representing the law is reminiscent of legal design. However, within legal design, sub-distinctions have been made and we have chosen to base our approach on legal visualization. Although not generalizable, our findings indicate that legal visualization enhances students’ engagement. This study highlights the transformative potential of integrating legal visualization into pedagogical practice, serving the purpose of lowering students’ learning barriers at business and technology schools.

2. Literature review

3. Design process

As posited by Jones (1992), design transcends the realm of mere sketching; it represents a hybrid endeavor with a distinct focus on generating a substantial impact on society or users. In this context, we employ a design process to enhance business and technology students’ interest and empathy, thereby motivating them to cultivate independent critical thinking skills, gain a holistic understanding of the legislative system, and develop the ability to tackle legal challenges. Consequently, we propose a novel approach to legal education through interdisciplinary collaboration and the co-creation of a storyboard. To achieve this, we conducted semi-structured interviews with three law educators at a business and technology school in France (3.1 Understanding). The subsequent phase involves collaborative work between the legal teacher and the designer to create a storyboard based on an actual court case (3.2 Ideation).

3. 1. Understanding

3. 1. 1. Semi-structured interviews

As previous research in the area indicating how to introduce law to students with business and technology backgrounds remains scarce, a qualitative method allowing an explorative approach was selected (Creswell & Creswell, 2018).

We conducted semi-structured interviews with three law educators at the concerned business & technology school, thus covering all law instructors teaching at this school, except one, who refused to take part in the study. Our interview protocol was pre-tested with the law faculty leader and minor corrections have been introduced to the initial version. The semi-structured interviews were conducted on Zoom and recorded with the previously provided written consent by the participants.

The law instructors at the business and technology school have previously reported difficulties in courses such as the following students’ complaints: “There’s so much to read”, “I can’t understand it”, “Law’s hard”. These are just some of the reactions gathered during classes prior to the present study, which are an indication about the difficulty and fear felt by the students during law classes. Faced with the text, many students are initially put off or discouraged after trying to grasp the legal situation.

3. 1. 2. Key themes and interpretation

The data analysis process for the semi-structured interviews involved listening to the recordings, transcribing them, reading the collected data, and coding. The clarity of codes’ definition and mutual exclusiveness rules are essential when coding semi-structured interviews (Campbell et al., 2013). The codes’ definitions, exemplified by some of the collected data, are available in Appendix.

As the initial main topics were already delivered through the research question and the interview protocol, we proceeded with coding, as recommended for thematic analysis (Kuckartz, 2014). In compliance with Braun & Clarke (2006), an initial coding session took place, held by the researcher who executed the interviews, and covered the whole data. The initial coding was shared, then, with the rest of the team. Each one of the research team members reviewed and coded the data separately. Then, a common coding session took place to ensure agreement about the codes, completeness of interpretation and mutual exclusiveness. Slight divergences were eliminated through multiple discussions among the three researchers. Then, we searched for emerging themes across the coded data, considering first the entire data set and then across the data pertaining to each question. The themes were reviewed, determined, and named by the three researchers together in several consecutive sessions. Additionally, and with the aim to help our visual representation of the gathered data, we counted the codes’ frequencies within the defined themes, acknowledging that the frequencies have no impact on the interpretation and the final analysis we’ve produced.

We used Burch et al.’s (2016) interdisciplinary conceptual framework to develop the interview protocol and understand how the law educators’ teaching practices integrate a business and technology setting. The framework has been already deployed in other interdisciplinary studies such as Cejnar & Hayes (2020) bridging industry and community projects for creating learning. Moodley and Mchunu (2019) also found an alignment with Burch et al.’s (2016) framework and emphasized the significance of the double-sided approach, from both students and educators, to level the interdisciplinary academic programs.

Each one of the interviewed law instructors discussed their teaching approach, following the discussion topics. The topics related to (a) differentiating content in respect to the audience, (b) communicating meaning, (c) connecting to experience, (d) students’ collaboration, and (e) ensuring learning is applied outside the classroom. The coding of the participants’ interviews texts translated into five themes presented in Table 1. The law instructors emphasized the differences among students’ audiences and unambiguously highlighted the need to adapt the content and the delivery methods to the public. The instructors expressed the perception that various techniques shape their teaching methods while trying to adapt to their audiences, which on the other hand differently impacted learning. Examples from real cases, anecdotes as part of some storytelling techniques, as well as gamification and collaborative exercises were perceived by the instructors as more successful. The instructors shared the feeling that students learn better when they are immersed into the situation and connected to the context with examples, and when the participation barriers are removed. Although the instructors expressed the detection of difficulty and fear of law among their students, they also highlighted that enhancing the feeling of utility and accessibility was essential to foster understanding.

Table 1

Main themes & codes

The interviews revealed a shared feeling among the law professors of the level of perceived difficulty of the discipline as being one of the main barriers. One of the participants shared: “Probably for students, for many in any case, it remains abstract, so it’s often more complicated to train in law. There are certainly simpler subjects, but in law I think it's often complicated, it can be complicated for a public of students.”

Delivering the course content in an accessible way also appeared to be a common consideration among the instructors. Another participant mentioned the use of PowerPoint slides as a successful means to deliver the course:

“In fact, when I had used the method where I had visuals, so, all the course materials are on PowerPoint displayed, and at a certain point I give them the activity of creating their own material”.

Additionally, the feeling of utility of the taught matter was also highlighted as a significant driver of the motivation to learn. The lack of understanding the utility by the students was clearly evoked as a learning barrier:

“They (the students) tell me ‘We don’t do that, it’s not up to us, we’d be accompanied by lawyers, I don’t see why it's up to me to understand law, why it's up to me to see contracts, why it’s up to me to understand, well, it’s not up to me to do that”.

Although the law instructors’ approaches vary, common key points about what works and what does not work clearly emerged.

The interviews revealed a strong emphasis on the willingness to enact students’ immersion into the taught matter. Using real cases and examples from the practical experiences of the instructors, delivered through storytelling, sometimes with anecdotical, surprising and fun elements, was considered as the best means to support engagement:

“It’s invariably anecdotes that I bring to them. As an illustration of, as an illustration... of the real example, of the theory that I explained just before, because otherwise I can see that they have a lot of trouble understanding the point. The point of company law, I mean. They don’t understand the point of writing a management report, because for them they’re pretty far removed from these concerns, and it's only through very concrete examples that I can show them the point”.

The experience and insights the legal professors shared here are in line with the ideas we found in our literature review about the relevancy of connecting to the context as part of the teaching methods (Allen, 2007; Endeshaw, 2002; Khan, 2021; Razak & Azmi, 2018).

Additionally, these insights corroborate Allen’s (2007) emphasis of the students’ character in terms of intellectual curiosity and personal willingness and capacity to span over a narrow learning focus of their primary discipline. Our analysis, however, revealed an additional perspective in the students’ character that could be further investigated for the specific setting of business and technology schools, which relates to tolerance.

Interestingly, lowering the fear of law through interactive collaborative settings, co-creation, and introduction of visual elements appeared as some of the useful teaching techniques, although far from being traditional and widely used in teaching law.

The interviews showed that using legal text only was a limiting technique. The students’ capacity to enter a legal interpretation with a relevant level of projection through reading a legal text is considered narrowed and hindering the understanding of the scope of a situation and the multitude of legal aspects involved. A concrete, tangible and material visualization of the situation, therefore, seemed helpful to remove the limiting impediments. The idea of using a visualization design approach as the means to exemplify a real case through a storyboarding technique seemed plausible. Therefore, two versions of the course were designed with two different levels of visualization and scenario-building with the top keywords (playful, tangible, immersive storytelling) in mind.

3. 2. Ideation: legal visualization

The students were offered a real law-case storyboard, specifically designed by one of the researchers, using a storytelling approach to foster students’ understanding and engagement (Krom & Williams, 2011; Rohm et al., 2018; Spanjaard et al., 2022). The storyboard reflected the need to bring focus to legal details and systematic sequential reasoning while combining these with empathy and intuition. These elements correspond to the law and the design professional cultures respectively, as explained by Corrales Compagnucci et al. (2021). The storyboard brought the different professional cultural elements together.

The storyboard was created with multiple back-and-forth collaborations (Figure 2). It started with translation of a court-case to a scenario, then to a rough sketch. The selected course topic was “Liability for defective products”, as a component of “product safety”, one of the main categories of law teaching at marketing curricula (Petty, 2000). With several iterative sessions of sketching and adjusting, we finalized the storyboard by incorporating questions on content.

Figure 2

Storyboard creation process

The scenario was developed based on a real-case decision of the Court of Cassation, based on article 1245 of the French Civil Code. The rough sketch permitted the law teacher to grasp the difficulty for non-lawyers to conceptualize the legal text. Furthermore, it played a crucial role in conveying and demonstrating the degree of understanding shared between the law teacher and the designer. (Figure 3).

Figure 3

Examples of rough sketches

This process transformed a court case which is fuzzy and abstract for non-lawyers into a story with illustrations and diagrams. This final storyboard was presented with customized PowerPoint animation in a way to allow the student to grasp the general procedural aspects. Examples of the storyboard can be found in Figure 4.

Figure 4

Examples of the storyboard

During the visualization, we played with “cliché” images to attract attention while respecting the fact. The red bikini contrasts with the yellow combi, both drawn in representation using symbolic power (Bourdieu, 1991).

We selected a second-year students’ promotion where the students have already had initial law classes, and who already follow business and technology school education. The class was composed of 40 students. The topic was delivered to 2 groups of students during a 1h30 session. Each group received a version with a different level of visual incorporation. The students were aged 19-20 (22 students for group 1, 18 students for group 2).

Data were collected through observation and instant students’ perception feedback through sentence-completion type projective technique. Sentence completion involves blending a projective technique with a questionnaire. In this approach, participants are given sentence beginnings and are prompted to finish them in a manner that holds personal significance to them (Kujala et al., 2014). Sentence completion has such advantages as useful qualitative user feedback, richness of the information collected, and understanding of a user’s thoughts and feelings, experiences and motives (Doherty & Nelson, 2010; Hoyer et al., 2007; Kujala et al., 2014; Pearce & Lee, 2009). Additionally, sentence completion can support enjoyment and engagement, as well as decrease the difficulty and subjectivity of the interpretation of complex data (Heyward, 2020). For the sentence-completion projective technique, the students received hard copies and anonymously filled them in.

The two sessions were taught by the law professor and observed by one of the researchers, the designer, for their reactions and interactions. We preferred to note the behavior discretely rather than filming the students, which could change their behavior. The results are displayed in the word cloud diagrams in the next section.

4. Students’ perception: Results

A scenario-based text was submitted to the first group (G1) of students. A visually enhanced version of the course designed as a storyboard was delivered to the second group (G2) of students. The measurement of the learning outcomes remains difficult (Spanjaard et al., 2022). As user experience is personal, holistic and complex, to explore the students’ real perceptions about the course, the sentence completion method was applied. After the course, the students provided their perception through the sentence completion technique and a text analysis was performed with IRaMuTeQ which is multidimensional text-analyzing software (Chaves et al., 2017). The results of the software analysis provided an objective visualization of the students’ reflection of the course delivery (Figure 5).

Figure 5

Similarity analysis (IRaMuTeQ)

In fact, even though G1 didn’t have visual support, they had a real case story. G1 results indicated the generation of a higher level of interest and pointed to the fact that a level of abstraction has been removed. The former result relates to an enhanced engagement, while the latter favors the feeling of utility (Figure 7). The leading element for G2 is related to interactivity. Just like G1 students (Figure 6), G2 students also pointed to an increase in interest, as well as to the fact that a case was the baseline of the course (Figure 7).

Figure 6

Positive impression G1

Figure 7

Positive impression G2

However, G2 students emphasized the interactive side of the course delivery the most. G2 students also brought a strongly discriminating new insight into the storyboard course delivery, which was about dynamism, vividness and enjoyment (“interactive”, “more lively”, and “playful”). Overall, the newly designed course around visualization gave more engagement with interactive and dynamic perception, as well as a higher possibility for immersion into the taught matter, and a sensible feeling of higher content accessibility.

In the improvement suggestions cluster of the sentence completion technique, the divergence between G1 and G2 responses is sounder. G1 students pointed to the inclusion of more cases, even less abstraction and complexity, and to the introduction of a playful quiz to be held during the course to enhance focus on some essential points and learning (Figure 8). G2 responses showed a willingness to deepen immersion into the taught matter through dramatization and debates (Figure 9). Participation and group work were evoked by both groups, but to a lower extent.

Figure 8

Improvement suggestion G1

Figure 9

Improvement suggestion G2

Designing legal lessons for business and technology students considering users’ characteristics is a real challenge requiring more experimental tests and user-centered design support. Nevertheless, the results of the study indicate an interest in developing legal visualization support for law courses generally perceived as difficult.

5. Discussion

The present study aimed at exploring “How can legal visualization be used in legal courses in business and technology schools?”. In line with Francescucci and Rohani (2019) the semi-structured interviews with the law teachers highlighted the importance of user-centered teaching. As Margaret Hagan stated, “Design helps us to present information in clearer schematics and also in more engaging stories”²⁾. Teaching law in business and technology schools calls for a specific approach allowing the students to attend the course content and learn at their best.

The search for user experience design for the law course ended up with the development of a storyboard reflecting specific information in a way to comprehensively respond to the requirements of various professional cultures. Translating a real court case into a storyboard with the storytelling of the legal professor procured an engaging and immersive interface, and leveraged targeted content engagement which increased the opportunity to achieve actual learning.

The course content was designed so that it is less intensive, but sufficiently relevant to the practical problems for the career of future business engineers. The role of the law professor was also revised to meet further context and practical orientation through storytelling. Within this setting, the results of the study support the findings of Spanjaard et al. (2022) about the significance of the visual and interactive means for making the law course content more accessible and engaging for non-lawyer students. From a practical perspective, the findings from the study can support legal course design in an innovative way for business and technology schools including legal visualization.

6. Conclusion & limitations

The legal visualization elicited a heightened degree of student engagement, thereby fostering enhanced perception and active involvement in the context of the legal instruction. A fundamental aspiration of integrating legal courses within business and technology education is to foster student enthusiasm and facilitate a more accessible understanding of legal intricacies.

A major limitation of the study consists in the fact that only one French business and technology school was involved. Additionally, only one class of students was exposed to the newly designed course. Moreover, the two groups of students had the course delivered at different moments, which may potentially introduce additional factors influencing the perceptions.

Finally, the study followed a qualitative design with the researchers being the main tools. All these elements contribute to the lack of a possibility to generalize the results.

We propose a two-part direction for future research. We suggest conducting experiments in collaboration with multiple business and technology schools to gain a comprehensive understanding. Exploring the specific student skills that are enhanced through visualizing a law course could yield valuable insights.

Furthermore, there is potential to develop a practical framework that could be adopted by other educational institutions. Following this, the framework could undergo validation using quantitative methods. This validation will enable the broader application and potential generalizability of the results.

While our study design did not encompass precise quantification of concrete learning outcomes, it did reveal noticeable indications of a positive perceptual learning experience. It is noteworthy to underscore the pivotal role played by the perceived experiential gratification in shaping users’ disposition towards embracing intricate subject matter. We suggest that incorporating legal visualization as a teaching tool for law at business and technology schools could be valuable.

Acknowledgments

This study has no conflict of interest. We thank our participants who voluntarily participated in our study.

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