The terms “role play” and “simulation” are sometimes used inconsistently or interchangeably. However, “simulations” often involve a familiar or realistic situation in which a participant’s role may not be as prominent or distinctive as it would be in a role play. Frequently simulations incorporate role play, leading to the term “role-playing simulation”. The difference is generally one of degree rather than kind.

Simulation refers to the imitation of real-world activities and processes in a safe environment. Simulations aim to provide an experience as close to the ‘real thing’ as possible; however, a simulated activity has the advantage of allowing learners to ‘reset’ the scenario and try alternative strategies and approaches. This allows learners to develop experience of specific situations by applying their wider learning and knowledge.

The approach is frequently used in disciplines where students need to develop skills and experience but safety issues or cost considerations prevent this happening in the real-world. For example, medical simulators allow students to practice diagnosis and treatment on dummies that can react in sophisticated and fairly realistic ways; whereas, trainee pilots (and aeronautical engineering students) use flight simulators to learn how an aircraft would react in a variety of conditions without ever leaving the ground. In some disciplines, the difference between a simulation and a role-play exercise may be negligible, particularly where the exercise is focused on interactions between people.

The key to simulation is that it is a dynamic rather than fixed experience, with the scenario changing realistically according to the actions of the participants and the participants adapting as a result of changes to the scenario – in a sense, a simulation is a mechanism for learners to obtain real-time feedback on their actions. For example, an exercise for software engineering students could involve the creation of a piece of software or system according to a realistic design specification, with changes and refinements being requested by the client (played by the tutor) during the process. This would accurately model the real-world environment the students are likely to work in, where clients change their requirements and priorities during a project as a result of complex factors. A similar exercise would also work well in other disciplines that involve the creation of artefacts for clients, such as graphic design, architecture, contract law, etc. For a simulation exercise to be successful, it is essential that the scenario reflect actual practice and genuine situations as closely as possible. Therefore, an exercise for journalism students might be write a blog article or web page for a breaking story, using social media to conduct some of the research – reflecting the types of activities and tools encountered by professional journalists today.
The approach is often used in ‘real-time’, with participants fully immersed in the scenario for a period of time. However, it is possible to slow down or speed up the scenario, if appropriate. This could happen in situations where, in reality, a series of decisions need to be made rapidly and the students need to be given time to contemplate each decision, or where a very slow process is being simulated and there would be lots of time waiting for the effects of each decision to appear. Being able to adjust the timescale of the simulation allows students to make more considered decisions, reflect on their choices and analyse the results in greater detail than would be possible in a fast, real-time situation.

Getting Started

If you are interested in trying out Simulation there are a few practical questions that you should answer:

• Where in the course/module would this approach work best?
• What situations would the student benefit from being able to explore in a controlled environment?
• What timescale should be used? Real-time? Faster? Slower?
• How much technology should be involved? Which tools are most suited? What support would be needed?
• Are the students (and other tutors) ready for this?

Having thought about these questions, you should have worked out whether Simulation is an approach that makes sense in your context and have some ideas about how to introduce it. If you are still unsure, you could try a small exercise and see how the students respond.

Education simulation has three main components:

1. Students take roles that are representative of the real world and involve them making decisions in response to their assessment of the situation that they have been placed in.
2. Students experience simulated consequences which relate to their decision and their general performance in the simulation.
3. Student monitor the results of their actions and are encouraged to reflect upon the relationship between their own decisions and the resulting consequences of their actions

Importance of role play and simulation in the classroom

• Recreates dramatic quality of situation of historical setting
• Teaches empathy to different cultural perspectives (social conscience)
• Can sensitize students (poor losers)
• Simulate s authentic language experiences
• Provides a memorable learning experience
• Adaptable for multiple learning levels and learning styles
• Promotes self-esteem and builds confidence
  

Simulations and role-plays are demanding not only on the students, but also on the teacher. Brookfield (1990) notes that considerable effort is required in setting up a simulation scenario, ensuring that students are briefed on their roles, and in de-briefing them afterwards to ensure that they take the intended points away from the simulation experience. This last point is particularly important, since simulations require the teacher to relinquish control of the learning environment, and thus allow the process to move in possibly unexpected directions. Brookfield (1990) mentions this as another reason why simulations are demanding on teachers; they require that teachers, who are used to being in control of the learning environment, step back and “let things run”. Teachers also need to be ready to handle unexpected situations that may arise during the course of a simulation.

Simulations are learning experiences that enable students to participate in a simplified representation of the social world.
Simulations differ from classroom games. Games often involve activities in which there is a competition to get correct answers. Examples of games include spelling bees and competitive drill activities.

Simulations, on the other hand, allow students to understand a process through participation in that process. In most simulations, students take on roles and have specific objectives to accomplish. In order to accomplish their goals, students use resources provided and make decisions about how those resources should be used.

Simulations are complex learning activities. Most research suggests that simulations are about as effective as conventional classroom techniques in teaching subject matter.

Simulations are more effective in helping students retain knowledge learned as part of the simulated experience.

Research suggests that simulations are more effective than traditional methods in developing positive attitudes toward academic goals.

Simulations are also motivating for students. Frequently students express satisfaction with participation in simulations and are excited about the learning that took place. Students connect with simulations because the simulations deal with real questions and issues.

Advantages of Role play

• Role play is an excellent means of evaluating decision-making and interpersonal communication skills.
• Role play is particularly useful to students who will operate in a tense professional environment (e.g. diplomacy, acute or sensitive medical care settings, psychology and counseling).
• Scenarios can be scaffolded, gradually increasing in complexity to ensure that students reach a sufficient level of competence.
• Role plays help to evaluate students’ ability to work under pressure and with others, including providing opportunities for inter-professional learning

Limitations of Role Play

• It requires expert’s guidance and leadership.
• Sometimes participants may feel threatened.
• Used as an educational technique, not a therapeutic one.
• Strongly dependent on student’s imagination.
• Time consuming in developing group readiness. It should not be used when there is pressure of time present.
• Limited by the teacher’s ingenuity and realistic use.

Advantages of Simulation

• It can avoid danger and loss of life.
• Conditions can be varied and outcomes investigated.
•  Critical situations can be investigated without risk.
•  It is cost effective.
•  Simulations can be sped up so behavior can be studied easily over  a long period of time.
• Simulations can be slowed down to study behavior more closely.

Reference

Assignment

1. Enlist ten examples for simulation and role play.
2. Through literature survey, identify how simulation and role play methods improvise health and nutritional status.