University education: role playing as a strategy for evaluating university learning

Abstract

The article describes a practical experience in the use of role playing as a strategy to help university students achieve meaningful learning. Single, instrumental case studies were the method used, and a single course was examined for an indepth analysis of role playing. The experiment was conducted with third-year undergraduate students in public administration, business administration and social work at the University of Antofagasta in Chile. The findings show a clear improvement in their academic performance compared to a traditional assessment of the contents of the course in question. In addition, methodological elements are provided to replicate the experience.