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Role plays encourage students to actively participate in the teaching process. Well prepared, they can help to significantly deepen key points of the subject matter, as they are viewed from multiple perspectives and are the subject of intensive discussion.
The learning outcomes from basic lectures often do not correspond to the expectations and hopes of the lecturers. What "sticks" varies greatly from one individual to another and is usually difficult to define as competences. The integration of practical examples is obviously of little help here. In some cases, the examples are not understood and no reference is made to theory. So why not a rigorous didactic break?
We suggest assigning different roles that approach the respective topic with certain attitudes. For example, there can be a role that always approaches the topic with a critical attitude and constantly reports concerns.
The role-playing game can be modelled on the creativity technique ("thinking hats", "hat change method"). Six different roles are suggested here:
The roles ("hats") can be changed within the role play. One round takes about 4 to 10 minutes.
The teacher takes on the role of a timekeeper and meta-moderator. In other words, they control the overall process and only intervene in the event of significant deviations from the topic or disruptions.
Video: Role play as opposed to business game (Source: Interculture TV)
Role plays can be recommended without reservation for small and medium-sized groups. For larger groups, those not involved in the role play should be used as observers of individual roles and the overall event. It is also conceivable to (quickly) switch between participants and non-participants in order to involve as many people as possible.
Although the intensity and detail of a role play reduces the amount of material covered compared to a lecture, it delivers a significantly better learning outcome. In addition, the acquisition of interdisciplinary skills is made possible almost incidentally.
The role play needs a room in which a discussion at a table and the observation of third parties (non-participating students) is possible.
On the hat change method as a suggestion for the role play: "Brunner, Anne: Kreativer denken. Concepts and methods from A-Z. Munich: Oldenbourg, 2008."
Practical report: Bonn-Rhein-Sieg University of Applied Sciences, First live role-playing game successfully launched
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