In a seminar room, a white display box projects Lex Frisius, a virtual legal scholar from the eighteenth century. Dressed in historical attire and animated with breathing and hand movements, the hologram is driven by Gemini, an AI system that generates answers based on carefully selected course materials.

The hologram was developed for a course on European legal history, where students work with original sources and reflect on the strengths and limitations of AI. Frisius responds only within the scope of the data he has been trained on, reducing the risk of incorrect answers outside that domain.

During practical sessions, students first answer legal questions themselves, then consult an AI tool, and finally pose the same questions to the hologram. After a brief pause, Frisius delivers his response, accompanied by gestures. The technology was created by researchers affiliated with the VU Network Institute, with support from the university.

Criticism has also emerged. Felienne Hermans, professor of Computer Science and AI critic, argues that the use of AI in class should not remove productive struggle from learning. According to her, grappling with complex texts and uncertainty is a crucial part of academic education, and easy access to AI-generated answers may undermine that process.

Course coordinator Hylkje de Jong counters that the hologram is an additional teaching tool rather than a shortcut. Students engage with the material beforehand, and the AI is used to demonstrate how automated systems interpret and respond to historical questions. Future applications are still under consideration, including the use of AI avatars in educational simulations.