Transforming Learning Experiences with AI-Enhanced Role Play

Role play simulations are known to “challenge and engage students, allowing them to practice skills in realistic scenarios” (Mollick & Mollick, 2023, p. 38). However, organising these simulations can be difficult and time-consuming, especially with large cohorts and asynchronous online courses. This is where Generative AI can empower learner agency effectively.

In 2023, Mollick & Mollick introduced seven generative AI prompts designed to enhance the learning experience. Instead of discouraging or banning GenAI in the curriculum, this approach emphasised the benefits of “hybrid learning” – an educational method where generative AI systems collaborate with human learners to foster both cognitive and metacognitive learning (Lodge et al., 2023, p. 6).

By focusing on how generative AI can enhance learning experiences rather than detract from them through cognitive offloading, we aim to empower students to take control of their learning journey. We will demonstrate how Mollick & Mollick’s AI as Simulator prompt was adapted by academics in the School of Pharmacy and the School of Nursing to create diverse role play scenarios. These scenarios provide formative opportunities for students to practice patient conversations, preparing them for summative assessments and PEP activities. Additionally, we will explore how this prompt was also adapted for professional development purposes, helping to train day surgery nurses at a Sydney hospital to conduct more effective preadmission screenings.

Mollick, E., & Mollick, L. (2023). Assigning AI: Seven approaches for students with prompts. Wharton School of the University of Pennsylvania & Wharton Interactive. https://ssm.com/abstract=4475995.

Lodge, J. M., Yang, S., Furze, L., & Dawson, P. (2023). It’s not like a calculator, so what is the relationship between learners and generative artificial intelligence? Learning: Research and Practice. https://doi.org/10.1080/23735082.2023.2261106