Contents Introduction main body

Not ideal for every student: If a student struggles with participation or speaking up in class, role play and simulations could generate anxiety that might hinder their overall performance in class.
Adjustment period: If students are new to these kinds of activities, they will need time to adjust to acquire the necessary skills to participate. If not, they can become distracted from the learning process. 
Anti-bias: Depending on the context, some simulations, and role-play activities can be laden with emotion and conflict, especially as they relate to race and ethnicity. If not researched or executed properly, these activities run the risk of oversimplifying history and oppression, and can even inflict trauma on vulnerable students.
Online role play and simulations: Institutions are encouraging instructors to create role-play and simulations for online learning. Project EnROLE was a two-year project funded by the Australian Learning and Teaching Council (ALTC) to encourage uptake of online role-play.The project created a community of practice at the university, state, and national levels to better recognize teachers who were already using role play, and to encourage new teachers to start. The project resulted in an extended network of educators and local partnerships, an increase in online role-play opportunities for students, and a recommended guide for future implementations. Universities like Harvard and the University of Colorado Boulder are offering online simulation models in areas such as business or the sciences.
Virtual reality: Using virtual reality (VR) simulations can optimize elements of learning for even deeper participation and reflective practice among students. In a 2012 study conducted at the University of Michigan, a pilot was done in a senior-level nursing course using VR simulation. Using VR to practice patient communications and emergency intervention skills, the study found a significant improvement in student performance.