Authors: Kennedy Parker
Mentors: Melinda Russell Stamp
Insitution: Weber State University
Role-playing is considered one of the most effective teaching strategies for training undergraduate clinical psychology students because it fosters active learning in a supportive and safe environment (Gibbs, 2019; Osborn & Costas, 2013). The literature is replete with studies that document the benefits of role-playing for clinical training. These benefits include the development of active-listening, perspective-taking, empathy, critical thinking, communication, collaboration, problem-solving, and increased enjoyment of course material (Dawood, 2013; Gibbs, 2019; Grose-Fifer, 2017). A challenge associated with classroom role-plays involves student reluctance to participate due to feelings of self-consciousness and anxiety associated with being negatively evaluated (Mallonee, 2018). There is limited research on the effectiveness of different role-play modalities which may include classmates role-playing with one another; as well as actors and virtual avatars role-playing with students. There have been mixed findings in the literature regarding whether students are more comfortable disclosing to virtual avatars or to actors in face-to-face encounters (Rogers et al., 2022; Roster & Chen, 2016). To date, there are no research studies comparing student perceptions of role-plays with virtual avatars to face-to-face interactions with actors in undergraduate psychology classes. For the current study, 60 undergraduate Psychology students were randomly assigned to either role-play with an avatar or an actor. Following the 25-minute role-plays, students completed surveys assessing perceived utility value, self-efficacy, level of anxiety, engagement, and future interest in role-playing. This preliminary study will compare the effectiveness of avatar and actor role-play modalities which will help educators better structure training for undergraduate students in clinical psychology.