Abstract—Authentic learning activities were anchored in a virtual hospital setting in our study. Students watched a 3D case study, role-played, and created concept maps to externalize their thoughts. Their knowledge and skills were measured via traditional multiple-choice questions, role playing, and concept mapping. Pre- and post-tests showed no significant difference between control and treatment groups. However, the analyses of the role-playing and concept maps demonstrated the treatment group gained significantly. Strengths and constraints of role playing are discussed and important issues implied are included to help understand effective situated learning instructional design strategies in an authentic learning environment.

Index Terms—Role playing, simulation, educational technology, assessment.

The authors are with Teacher Education / Educational Technology, York College of the City University of New York, 94-20 Guy R. Brewer Blvd., Jamaica NY 11451 USA. They are also with CUNY SPS RN-BS Nursing Program, 101 West 31st Street, New York, NY 10001 USA (email: xbai@york.cuny.edu).

Cite: Xin Bai, Joanne Lavin, "Designing Anchored Instructions via Virtual Role Playing," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 9, no. 1, pp. 1-8, 2019.