Table 2 Role-play scenarios ¹ and associated design variables

Students will practice…

Content/Scenarios:

Simple scenarios

Design a simple (usually linear) narrative that aims at accomplishing few, learning goals.

Complex ² scenarios

Design a complex narrative that aims at many inter-related goals (affective, cognitive and skills-based).

Role/job behaviour

Include scenarios (structured or unstructured) that focus on the need for appropriate/authentic behaviour.

Applied scenarios

Design a narrative with scenarios designed for students to apply familiar cognitive and skills-based knowledge.

New (exploratory) scenarios

Design a narrative that is meant to introduce ideas/concepts/skills/topics to students.

Sensitive/controversial topics

Include scenarios that create conflict or require role-players to explain or defend sensitive topics.

The different sides of a viewpoint

Students are required on more than one role, at different times to see both sides of a perspective.

Ambiguous or ‘scripted’ scenarios

Ambiguity of the information requires (or does not require) students to produce/or imagine the appropriate actions or attitudes.

Un-aided or supportive scenarios

Instructors/participants are asked to support role-players; step-in to help; or leave participants to their own decision-making.

“Best practices”

Include introduction of scenarios to practice specific best practices of discipline-based or transferable skills.

in particular circumstances…

Logistics:

Static (controlled) or dynamic conditions

Outcomes of the role-play are either static (structured, controlled) or dynamic (semi-structured to unstructured or open-ended).

Under time constraints

Time/pace is controlled and allotted to specific tasks (more time, or less time).

No time constraints

Tasks are not allotted time constraints.

‘Stop-and-go’, or continuous conditions

Role play occurs continuously, or is periodically interrupted in order to let players reflect or rest.

Multi - tasking and/or Task delegation

Require players to be presented with several tasks at once, requiring them to multi-task or delegate the task to another player.

Relying on oneself, or others to achieve an outcome

Role-players are set in an independent or dependent (group) scenarios.

Public or private scenarios

Roles are required to play-out scenarios in a (range of) public or in private (one-on-one with instructors, tutors or in pairs).

while playing (in)…

Roles:

‘Real-life’ roles

Include roles in the simulation that values, agenda and responsibilities are realistic.

Themselves

Include roles that purpose is to act out personally-driven agendas, attitudes or emotions.

‘ Real-life’ Role hierarchies

Include roles within an organized structure that is near-real life.

Inter-Role interactions

Include roles and scenarios that focus on informal and formal interactions and behavior.