Role-play Simulation Research Articles

Desafíos apremiantes para enseñantes comprometidos con una educación en ciudadanía y derechos humanos desde los Modelos de Naciones Unidas

Model United Nations (MUN) role-playing simulations serve as an exceptional tool for applying pedagogical principles rooted in global citizenship and human rights education. When teachers undertake pedagogical guidance to various high school student groups, they are aware that the process culminating in the UN staging is fraught with unforeseen occurrences, despite thorough planning. The possibilities of sustaining non-formal education activities in the medium term largely depends on the commitment and unwavering dedication of the teaching staff. This article focuses on that commitment. Rooted in a socio-community framework with careful attention to territorial articulation, collective efforts were made to meet the expectations of the student groups involved. The collaborative initiative took place at Secondary School No. 5 in Ezpeleta, Buenos Aires Province, Argentina, which is one of the most representative venues for the Model United Nations of the National University of Quilmes (MONUUNQ). Throughout and after the COVID-19 pandemic, an extraordinary capacity for contextual adaptation enabled the sustaining of on-site workshops, training sessions, and role-playing simulations. Particular attention was focused on enhancing the pedagogical-didactic strategies of the institution's educators, who had highly heterogeneous profiles in relation to the practice of MUN. The records and testimonies of the student participants enable us to reinterpret, in a highly positive manner, the experiences and practices that have had a significant impact on the school.

Zombies and Aliens: Fantasy and Science-Fiction Simulations in Teaching Political Science, International Relations and Security Studies

The article explores the pedagogical potential of integrating fantasy and science fiction simulations into teaching political science, International Relations or security studies at the university level. Recognizing the influence of popular culture on contemporary students, the article advocates for leveraging the immersive experience of simulations based on unusual topics. Drawing inspiration from similar successful didactic endeavors, we introduce an outline for a pedagogical experiment and key takeaways from its preliminary tests on students from various courses. Theoretical and empirical foundations are provided to support the experiment’s methodology, emphasizing the use of imaginative scenarios to engage students and provide them with a set of important skills, as well as foster critical thinking and enhance creative problem-solving in an empowering educational experience. The article presents the structure of the experiment, conducted over three years with diverse student groups, yielding promising early results and positive feedback, but also touches on its challenges and limitations. It concludes that team-based role-playing simulations provide an accessible, low-tech yet innovative tool which could make its way into more curriculums.

Integration of the patient partner in simulation-based learning in initial pharmacy training

Background: Over the years, role-playing simulations have gradually become part of pharmacy teaching. The aim of this study is to characterise the potential of the patient partner, in relation to the student and the teacher, to interpret the role of the patient and to carry out the debriefing during role-playing simulations of pharmaceutical dispensing. Methods: Experimental simulations were set up to compare students, patient partners and teachers in the role of patient. Each simulation was subject to observations (n = 30) focusing on the quality of the role plays and debriefings performed. Results: In addition to the realism provided, the patient partner showed the greatest adaptability in their roles of his role, able to both make more complex and simplify the situation according to the student's needs. Regarding the debriefing, the teacher seemed to be the one most able to detect the points of improvement in the performance achieved regarding communication and pharmaceutical skills. Conclusion: Students, teachers or patient partners bring different resources that should be used thoughtfully by teachers according to the educational objectives of the simulation. However, it is important to be aware that the ability of the patient partners to participate in such lessons depends on their training and experience.

Using role-playing games in virtual exchanges: Global experiences in intercultural and multidisciplinary approaches to learning about environmental sustainability

The United Nations Sustainable Development Goals (SDGs) require intercultural collaboration to ensure that the progress made so far becomes permanent and continues to progress towards inclusion and a just approach for all people. This means our learners need intercultural skills and competencies for interacting globally. This research examines how the use of role-playing games in virtual exchange projects can provide global learning experiences on controversial environmental sustainability projects. These games simulate the complexity of multi-stakeholder decisions that are frequently problematic for implementing environmental sustainability projects. From fall 2020 to spring 2022, 267 college students from three continents (North and South America, and Europe) comprising 27 global virtual teams played game simulations as a virtual exchange activity. Results showed that students can engage effectively to reach an agreement as role-playing stakeholders for these conflictual projects (Adj R2 = .498, Chi Square = 4.683, sig. = .003). In addition, meetings among the students held a couple weeks before the game were important in preparing them for the role-playing simulation. Language and cultural barriers proved no impediment for students communicating in a non-native language. Well-timed “nudging” and scaffolding support as well as early intercultural competence self-awareness training by the instructors underpinned these positive learning experiences and outcomes in the games.

Penguatan Kapasitas Generasi Muda Melalui Pelatihan Bahasa Inggris Pemandu Wisata Dusun Putak, Kutai Kartanegara.

English language training at Dusun Putak Village, Loa Duri Ilir Village, Kutai Kartanegara, provides a platform for local tour guides to improve their English communication skills and competence. This form of the program has been designed to provide participants with relevant vocabulary, phrases, and communication techniques in the context of tourism guidance by merging theoretical conceptualization with role-play simulation and non-tes evaluation. More than language competencies, it also develops interpersonal and customer-servicing skills to provide a rewarding tourism experience for foreign tourists. Proficient communication in the English language facilitates the delivery of more interesting information to the tourist guide and simultaneously promotes locals' sustainable local tourism. This training is expected to improve the quality of tourist guide services and encourage the younger generation of Dusun Putak to promote the pot actively.

Evaluation of learning abilities after role-playing method: Comparing outcomes of Active and Observer.

During a role-play simulation session, despite supporting observer learning, educators disagree about whether the learning outcomes of observers are like those of active participants. Evaluation of the degree of knowledge acquisition by these two types of learners during the same role-play session. We carried out a quasi-experimental pre-post intervention study to identify the learning outcomes among learners serving in observer (group 1) and active (group 2) roles during a role-play simulation session. The role play involved 29 learners. In both groups, 65% of learners improved their overall score. The median post-test score was significantly higher in both groups (p=0.0001). Likewise, learners in group 1 (p=0.023) and in group 2 (p=0.008) showed an improvement in the overall score in the within-group evaluation study. The between-group evaluation study showed no statistically significant difference in overall score improvement (p=0.58), number of learners improving (p=0.05) or percentage improvement (p=0.3). Based on these findings, it is suggested that role-playing method is effective in achieving student-learning outcomes regardless of their status as active or observer.

Teaching Materials on a Brazilian Family Succession Conflict

This article studied a negotiation case with teaching notes, focusing on an intra-family business succession conflict of a limestone family business in Brazil, through a multi-party and multi-issue role-play simulation. This case study investigates a succession conflict at a Brazilian limestone extraction company. How the founder pains transferring of control to successors Investigating family dynamics, communication and leadership that can enable an outcome to the conflicts which has plagued the family and its efforts to maintain a sustainable company. Conclusion Key findings emphasized the importance of improving integrative skills, such as understanding the interests of an opponent. In addition, collaborative fact-finding is necessary to ensure that all sides identify and agree on the relevant issues, and develop appropriate responses via problem-solving strategies. An exhaustive collection of case mechanics and instructions are provided. Other implications suggest case copy abilities in different company settings. This study ends with a discussion and future research suggestions.

Medical Students' Confidence After "CardioSim": A Low-Fidelity, Peer Role-Play Simulation.

Plans to increase medical student numbers will increase costs and potentially reduce clinical exposure. Simulation can be utilised to fill that gap. Low-fidelity simulation with peer role-play (PRP) provides reduced costs and standardisation of experience compared to high-fidelity or simulated patient RP simulation. This study aimed to assess changes in confidence in common graduate-level skills following a low-fidelity PRP scenario. Forty-three fourth-year medical students were divided into groups of three and five students. A Likert-scale questionnaire was completed at the start of the session. During the simulation, they had the opportunity to be the doctor and the patient and observe the remaining scenarios. Finally, the same questionnaire was answered. All students gained confidence in at least two aspects. All students were confident in history taking and ST-elevation myocardial infarction (STEMI) management at the end of the session. The biggest improvement in overall confidence was in the management of non-ST-elevation myocardial infarction (NSTEMI) (62.8%) and Situation-Background-Assessment-Recommendation (SBAR) handover (60.5%). Six students improved their confidence by at least one ranking in every question, and one student improved their confidence by three rankings in four questions. SBAR handover and management of pneumothorax had the biggest improvements. Low-fidelity RP simulation allows the development of confidence in technical and non-technical skills. Given increasing student numbers and increasing medical education costs, it can be utilised effectively as part of a simulation syllabus that helps prepare students for clinical practice. Areas of further research include focus groups, knowledge tests and comparisons to other forms of simulation.

EDUTAINMENT THROUGH ACTIVITY: A FRAMEWORK FOR ENHANCING SPEAKING SKILLS IN TERTIARY EDUCATION

Developing strong speaking skills is crucial for tertiary level students, impacting both academic and professional success. Traditional methods can sometimes feel rigid and fail to capture student engagement. This research proposes a framework for enhancing speaking skills in tertiary education through “Edutainment Through Activity.” This framework integrates elements of entertainment and education, creating a more engaging and effective learning environment. The framework utilizes activity-based learning (ABL) methodologies, promoting active participation and fostering a dynamic classroom atmosphere. Activities within the framework can encompass debates, role-playing simulations, game-based learning, and interactive presentations. By incorporating edutainment elements, such as humor, storytelling, and multimedia, the framework aims to increase student motivation and make practicing speaking skills more enjoyable. This research investigates the effectiveness of the Edutainment Through Activity framework in enhancing speaking skills amongst tertiary students. It will assess areas like fluency, vocabulary usage, pronunciation, and overall confidence in oral communication. The research aims to provide valuable insights into how to create a more engaging and effective learning experience for developing speaking skills in higher education.

Game-based learning as a pedagogical approach to enhance students’ motivation in learning Russian as a second language

Importance. Active mastery of a foreign language, including Russian as a foreign language, remains the desire of those who study the language. The intensification of the educational process sets the task of maintaining students' motivation for the material being studied. Game mechanics help to stimulate thinking, enhance initiative in learning. The purpose of the study is to determine the effectiveness of using game mechanics to increase students' motivation when learning Russian as a foreign language.Materials and Methods. The material for the research was the educational and methodological complex for studying Russian as a foreign language developed by L.V. Moskovkin and L.V. Silvina “Russian Language. Textbook for foreign students.” The scientific and methodological literature is analyzed, revealing aspects of game mechanics when teaching the Russian language. An experiment is conducted to identify the role of game mechanics in the lesson. When conducting the study, the methods of participant observation, survey, and generalization are used.Results and Discussion. The presented theoretical material makes it clear that game mechanics are neither a game nor a role-playing simulation. They control the motivation and behavior of students in the learning process. This model gradually immerses students in certain activities and develops communication skills. The author’s results of the conducted research are presented, including a description of the game mechanics.Conclusions. It is proved that game-based learning methods contribute to the initiation of the highest levels of engagement and motivation among foreign students when learning the Russian language. The integrated approach to learning has a positive impact on the educational process and is an effective means of teaching Russian as a foreign language, providing a guarantee for the successful future development of the training program.

Becoming a Caring Nurse Through Reflection in a Role-Playing Simulation

Becoming a Caring Nurse Through Reflection in a Role-Playing Simulation

The use of META (virtual simulations) in Canadian junior military leadership development

The use of META (virtual simulations) in Canadian junior military leadership development

FORMATION OF PROFESSIONAL LANGUAGE COMPETENCE IN A FOREIGN LANGUAGE FOR STUDENTS MAJORING IN PHYSICS

The research article investigates the effectiveness of an integrative teaching methodology in developing professional language competence among Physics students. The goal of the study was to determine the peculiarities of forming components of the language professional communicative competence, and to reveal criteria for the development of this competence in practical sessions using a foreign language. To achieve the goal of the study the methodological experiment was conducted based on the Eurasian National University named after L. N. Gumilyov. Employing various activities such as collaborative discussions, project-based learning, role-play simulations, and written assignments, the study focuses on the enhancement of specific language skills, including speaking and writing proficiency, acquisition of professional terminology and vocabulary, and the development of critical thinking and analytical abilities. The findings aim to contribute valuable insights into the pedagogical strategies that prove most beneficial in fostering comprehensive language competencies within the specialized domain of Physics education. Keywords: professional language competence, language skills, integrative approach, physics students, professional context, communication.

Learning to Communicate Together: Perspectives on an Interdisciplinary Experience Among Nursing and Physical Therapist Assistant Students

BackgroundInterprofessional communication is imperative to quality patient care and improved outcomes as well as a requirement of nursing education programs, however, gaps exist between theory and practice. Often, students are not exposed to interprofessional interactions until later in the program when simulation experiences are offered or a clinical opportunity arises. Sample29 Bachelor of Science in Nursing and three physical therapist assistant students ranging in age from 18-35 years. MethodAn interdisciplinary communication role-play simulation among second year Bachelor of Science in Nursing students and first year physical therapist assistant students was implemented utilizing a situation-background-assessment-recommendation structured communication tool to facilitate and organize their communication. ResultsA total of 15 out of 32 students reported an increase in confidence to communicate with other healthcare professionals after participation in the simulation. ConclusionThis experience provided evidence of the effectiveness of a collaborative simulated experience improving undergraduate nursing students’ understanding and confidence with interprofessional communication prior to a clinical opportunity.

Development of Interprofessional Socialization in a Multifaceted Live Action Clinical Role-Play Simulation for Speech-Language Pathology and Social Work Students

Development of Interprofessional Socialization in a Multifaceted Live Action Clinical Role-Play Simulation for Speech-Language Pathology and Social Work Students

Role-Play Simulations for Decision Making in Contexts of Uncertainty: Challenges and Strategies When Engaging Elites as Participants

ABSTRACTThis study explores the application of role-play simulations (RPS) in addressing complex challenges (e.g., the climate crisis) beyond traditional educational settings. Drawing from pilot simulations involving 12 scientific experts and 12 policy makers, the article identifies three key challenges in conducting RPS with elite participants and provides practical strategies for overcoming them. Namely, the article emphasizes the importance of adapting the scenarios to sociopolitical contexts, choosing an ethical recruiting method to ensure inclusivity, and managing group diversity while maintaining a balance between the playfulness and the seriousness of the simulation. Overall, our study underscores the potential of RPS to foster dialogue between scientific and political actors and provides practical guidance for their effective use.

Pilot Study: Moving Towards a Scalable Intervention for Postgraduate Communication Skills Training.

Communication skills are foundational to the practice of medicine and training to build them is recommended. Serious illness communication skills (SICSs) teaching is inconsistently and sparsely taught in postgraduate training and residents report feeling inadequately trained to have difficult conversations. The authors developed an e-module demonstrating high-yield communication skills from a known evidence-based training program to standardize core SICS teaching and questioned how using it before skills practice impacted comfort and preparedness for residents to complete advance care planning (ACP). Family medicine residents at an academic hospital in Toronto, Canada, completed a novel e-module that replaced a typical didactic-lecture introducing core SICS relevant to ACP conversations. Residents then discussed the skills, followed by practicing them deliberately in a structured role-play simulation with feedback by trained facilitators. Residents completed pre- and post-intervention attitudinal surveys. Residents preferred a combination of learning modalities and welcomed online and virtual teaching methods for learning SICS. Residents reported higher levels of preparedness for engaging in ACP, delivering serious news, and discussing goals of care post-intervention. Residents showed more interest in discussing ACP post-intervention but questioned feasibility for doing so in busy ambulatory clinics. Scalable time-efficient teaching strategies are needed to fill a known education gap. This study demonstrated benefits of incorporating brief e-module learning into residents' preparation for SICS training using deliberate practice simulation training. The online, interactive virtual training improved resident readiness and comfort for ACP, an area often overlooked in medical education. Moreover, it provides an evidence-informed standardized tool for clinician teachers to seamlessly incorporate into their teaching practices.

Designing role-play simulations for climate change decision-making: A step-by-step approach to facilitate cooperation between science and policy

Literature has demonstrated the benefits of role-play simulations (RPS) for decision-making and social learning in the field of climate change and environmental policy. Despite growing interest, step-by-step guidelines are still rare when it comes to the practical design and implementation of RPS, which hinders the adoption and implementation of this promising approach. This article aims to facilitate the development of RPS by proposing a step-by-step framework for designing role-play simulations around three stages – before, during, and after the simulation. To develop the methodology, we use as a starting point a pilot simulation on decision-making and knowledge production in contexts of uncertainty and complexity. Focusing on negative emission technologies in Switzerland, the pilot simulation involved 12 scientists and 12 politicians who role-played each other for half a day. Overall, we propose an actionable framework for RPS designed to facilitate cooperation between groups with different socialisations, timelines, and imperatives towards more informed and collaborative decision-making practices. Doing so, this article contributes to making RPS more accessible to a broad audience as a method supporting cooperation between science and policy in the field of climate and environmental politics and beyond.

Propelling negotiation skills modules in construction engineering programs: Reflections and supporting tools for educators towards an enhanced effective training

This paper aims to provide a detailed account of our experience in implementing a negotiation module in an optional course of Management Skills in the Master's Degree in Structural & Construction Engineering program at the Universitat Politècnica de Catalunya and critically evaluate its effectiveness and impact on students' personal and professional development by triangulating experiences, surveys, and interviews. Based on an analysis of university curricula, the research explores effective teaching strategies, including Role-Play Simulation and Multi-Disciplinary Case Studies, which were highly valued by students. Video Recording and Playback, Peer Feedback, and Facilitator-led Discussions emerged as the most effective evaluation methods.

Deploying generative AI to draft a roleplay simulation of difficult conversations about inclusivity

Within inclusivity change initiatives, conversations around microaggressions are a key element in seeking behavioural change. This exemplar use of GenAI is focused on authoring a conversational role play simulation. Prompts draw on the extensive literature of microaggressions. The underlying scenario is a podcast where the author and chatbot co-design the role play. The study involved a novice in GenAI simultaneously learning prompt engineering which would generate realistic role played conversation. A core finding was that GenAI can produce a conversational style realistic enough to deploy in higher education inclusivity workshops, and whose subject matter content is satisfactory. The chatbot proposed four benefits of a role play simulation, which are drawn on to frame the critical reflection. An important conclusion was that the GenAI process could valuably facilitate shifting from a subject expert academic being sole author, to co-design involving both those with experience of microaggressions, as well as potential staff and student workshop participants.