Role-playing games allow you to introduce students to situations they will encounter in their future profession. For example, let future lawyers practise with a mock trial, a future educationist with a diagnostic interview or show pupils how different stakeholders can negotiate with each other. In a role-play, you give pupils or groups of pupils a certain role. In this role, they can practice applying what they have learned in a simulated practical situation, as well as working with stakeholders with different interests. After all, they act from the acquired perspective.
- Activity goal
- Exchange knowledge | Practice skills
- When
- In class
- Where
- Offline | Online
- Duration
- < 60 minutes| > 60 minutes
- Group size
- Small | Medium
Step-by-step plan
Step 1
Think of a problem or situation that students might face later in the working field. Also think about its connection to subject content. And see how much time you can set aside for this activity. This will also determine how big the scope of the role-play can be. Describe this hypothetical situation.
Step 2
Identify different stakeholders and consider what their interests would be in the situation. Briefly describe this for each stakeholder. Divide the learners into these groups. Also consider giving some students the role of observer or facilitator. They can (help) lead the role-play, or give feedback to the other learners. See the observation form in the downloads as support for this step.
Step 3
Think about the course of the role-play: do the learners work together without your intervention, do you lead everything plenary as facilitator, or do you play in several rounds with short plenary moments in between? But also: is there a fixed progression, do you have fixed interventions, does the progression remain flexible based on the learners' input?
Step 4
Give the devised frameworks to the students: how should they discuss among themselves, what does the course look like, what is your role, are there rules, etc? Give students time to prepare in their roles.
Step 5
Play out the role-play as you have devised it.
Step 6
Reflect on the game with the students. What did the outcome become, but equally important: how was the process? What were crucial moments? Where are areas for improvement? What are the pupils proud of? What do the pupils still need to eventually fulfill this role?
Tip 1
Have a student take on the role of observer. This observer can then reflect on the different stakeholders, or the process as a whole. Give this student a form with some points to pay attention to (for an example focused on an interview role play, see: tools and materials). Following the game, this observer can reflect on how the different stakeholders did and what they could improve in.
Try to collect materials that also play a role in the authentic situation.
Consider the tools and materials mentioned here as suggestions. In many cases it’s possible to use alternative tools. Please turn to the Learning & Innovation team of your faculty first to see which online and offline tools are available and how to apply them.
Step-by-step plan
Step 1
Think of a problem or situation that students might face later in the working field. Also think about its connection to subject content. And see how much time you can set aside for this activity. This will also determine how big the scope of the role-play can be. Describe this hypothetical situation.
Step 2
Identify different stakeholders and consider what their interests would be in the situation. Briefly describe this for each stakeholder. Divide the learners into these groups. Also consider giving some students the role of observer or facilitator. They can (help) lead the role-play, or give feedback to the other learners. See the observation form in the downloads as support for this step.
Step 3
Think about the course of the role-play: do the learners work together without your intervention, do you lead everything plenary as facilitator, or do you play in several rounds with short plenary moments in between? But also: is there a fixed progression, do you have fixed interventions, does the progression remain flexible based on the learners' input?
For online education: think about how you would like to organize this. You can use break out rooms to let different stakeholders discuss with other stakeholders or with their own group. You can regulate this yourself by thinking about how much time they need when and arrange break out rooms in that way. Or you can let students chose break out rooms so students can decide with who they would like to discuss when.
Step 4
Give the devised frameworks to the students: how should they discuss among themselves, what does the course look like, what is your role, are there rules, etc.? Give students time to prepare in their roles.
Step 5
Play out the role-play as you have devised it.
Step 6
Reflect on the game with the students. What did the outcome become, but equally important: how was the process? What were crucial moments? Where are areas for improvement? What are the pupils proud of? What do the pupils still need to eventually fulfill this role?
This activity can be conducted online via Zoom or Microsoft Teams.
The Practice Partner
It is possible to have conversation with an AI-tool. Below, you will find a prompt on how students can practice their conversation skills or a roleplay with AI. They can also use it to practice certain methodologies. This activity supports students in developing these skills, enabling them to practice them at home as well.
Prompt
You will have a conversation with AI to improve your conversation skills. This could be a daily conversation, a professional meeting, a negotiation, or a specific roleplay. Describe below what you want to practice:
- What is the situation? (E.g., job interview, customer conversation, mediation, medical consultation, etc.)
- What is your role?
- What role should AI play?
- Which methodology of communication strategy would you like to apply? (E.g., LSD technique, motivational interviewing, bad news conversation, DISC model, etc.)
- Are there any specific goals or challenges you would like to focus on?
Example:
"Play the role of an angry customer who complains about a defective product. The student will play the role of a customer service employee and practice using the LSD technique (listen, summarize, ask further) to resolve the situation."
See AI strategy 'The Practice Partner' for more information and a step-by-step plan on how to apply this in practice.
The Time Saver
Below, you will find a prompt on how to generate a correct roleplay assignment with AI.
Prompt
I want to generate a roleplay assignment for my students to practice their conversation skills. The assignment should be clearly structured and include multiple case scenarios. Please provide a roleplay assignment based on the following criteria:
- Context: (e.g., healthcare, education, customer service, law, sales, coaching, etc.)
- Learning objective: (e.g., handling resistance, delivering bad news, customer-focused communication, motivational interviewing, etc.)
- Number of cases: (e.g., 3-5 realistic situations)
- Difficulty level: (Beginner, advanced, expert)
- Specific methodology/communication strategy: (Optional: LSD technique, motivational interviewing, aggression management, etc.)
The output should exist out of:
- A short introduction about the goal of the assignment
- A clear instruction for the students
- Multiple cases, where each case describes a realistic situation, including roles, context, and possible challenges.
- Reflection questions that help students to evaluate their learning experience after the roleplay.
Example:
"Generate a roleplay assignment for students in the healthcare sector. Learning objective: handling emotional patients and family members. Provide 3 advanced level cases where the students apply the LSD technique."
See AI strategy 'The Time Saver' for more information and a step-by-step plan on how to apply this in practice.
