This paper discusses role-playing simulations, as a pedagogical tool to promote active learning and to encourage student participation in group discussions. In particular, the paper focuses on an aspect of simulations in which individual participants play assigned roles. The study analyzes a series of classroom simulations wherein students respond to challenges in a multicultural society. No matter how many active learning activities are brought into university classrooms, if students remain passive, these activities do not necessarily lead to their active engagement. However, in role-playing simulations, where students are divided into small groups and assigned unique roles, they are less likely to shirk their responsibilities in the group discussions. In addition, identifying with each role facilitates students to take on their characters, and encourages them to voice the role’s viewpoint in the group, thus contributing to animated discussions. Overall, students recognized that the classroom simulations improved their motivation to learn. Simulations have great potential to guide passive students to become active learners and to play an increasingly important role in Japan, where educational reform has emphasized active learning.
View full abstract