Abstract
Though there are not unified research findings in the effectiveness of role-play and simulation as experiential learning tools, they have been widely applied in negotiation pedagogical practices. This article aims to reexamine role-play and simulation in negotiation pedagogy. It discusses the current challenges with role-play and simulation in achieving the desired learning outcomes, authenticity, and dynamics. It also outlines the approaches and experiments with role-play and simulation for a better pedagogical model to address these challenges.
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