Experiential Learning Guide: Roleplay
Where does this sit on the Experiential Learning Continuum?
Learning through work: an experience premised around an authentic scenario that simulates elements of a professional role or broader aspects of an industry/sector.
What is it?
Roleplay is a structured experiential learning activity that allow students to enact real-life workplace scenarios within a safe and guided learning environment.
This activity is designed to mirror professional contexts, enabling students to apply theoretical knowledge, practice decision-making and develop professional behaviours. Examples activities include roleplaying professional interactions such as negotiations and client consultations.
It can be tailored to suit any discipline and are particularly effective in helping students understand the practical application of their studies, while also developing skills.
How does it work?
A lecturer designs a scenario that reflects a real-world challenge or situation relevant to the course or discipline. This could be based on industry practice, professional standards or a current issue in the field.
The activity typically includes:
- Preparation: Students receive a briefing outlining the scenario, roles, objectives and any background information. This may include pre-reading or research tasks.
- Enactment: Students participate in the roleplay either individually, or in groups, with clear guidance on expected behaviours and outcomes.
- Facilitation: The lecturer observes, supports and may intervene to guide learning or manage student dynamics.
- Debrief and reflection: After the activity, students engage in structured reflection linking the experience to course content, skills developed and future career aspirations. This can be done individually or in groups.
Does it work?
If the activity is well designed, it can support learning by:
- Encouraging active engagement and deeper understanding of course content
- Helping students develop future skills such as communication, problem-solving, decision-making, teamwork and resilience
- Building confidence in applying knowledge in real-world scenarios.
- Supporting career readiness by simulating workplace expectations and behaviours
- Promoting empathy and perspective-taking through immersive experiences.
What does the research say:
A study looking at a role-play to determine how effective it was as an active learning strategy found that the activity increased interpersonal communication skills and promoted independent problem-solving (Stevens, 2015).
What do I need?
To deliver a successful roleplay activity, you’ll need:
- A clear scenario or case study aligned with course content and learning outcomes
- Defined roles and instructions for students
- A structured plan for facilitation and timing
- A safe and inclusive learning environment
- Briefing materials for students, including guidance on expectations and relevance to the course
- A reflective component (e.g. written reflection, group discussion or formative assessment)
- Mechanisms to gather feedback and evaluate impact
You may also wish to consider:
- Support from colleagues or external professionals to co-facilitate or observe
- Tools or props to enhance realism (e.g. documents, role cards, digital platforms)
- Risk assessments and safeguarding considerations
References and further reading
Stevens, R. (2015). Role-play and student engagement: Reflections from the classroom. Teaching in Higher Education, 20(5), 481-492. Retrieved from http://dx.doi.org/10.1080/13562517.2015.1020778