Roleplaying with GenAI: How AI as Simulator can create a safe place for student to practice

Authors and presenters

• Tanya Nitins-Johnston, Digital Futures, Academic Division

• Felicity Veal, School of Pharmacy, CoHM

• James Halford, School of Nursing, CoHM

Abstract

Roleplay simulations both “challenge and engage students and allow them to practice the skills they have learned in realistic scenarios” (Mollick & Mollick 2023, p. 38), however they are often difficult and time consuming to organise. These difficulties are only compounded by large cohort numbers with many subjects offered asynchronously in an online environment. This is where Generative Artificial Intelligence (GenAI) can prove so effective. 

In 2023, Mollick and Mollick proposed seven different GenAI prompts that students could use to enhance their learning experience. Rather than discouraging or banning GenAI in the curriculum, this method highlighted the benefits of “hybrid learning” – a term coined to describe “an educational approach where Generative AI systems work in conjunction with human learners to promote both cognitive and metacognitive aspects of learning” (Lodge et al., 2023, p.6).

Rather than looking at all of the things that GenAI can take away from the learning experience through cognitive offloading, we instead chose to focus on learning experiences that are enhanced by its use. We will outline how Mollick and Mollick’s AI as Simulator prompt was adapted by academics within the School of Pharmacy and the School of Nursing to create random roleplay scenarios designed to provide formative opportunities for students to practice various patient conversations to prepare for summative assessment and Professional Experience Placements (PEP) activities. We will also explore how this prompt was then adapted for use to help train day surgery nurses at a Sydney hospital to conduct more effective preadmission screenings. 

References

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

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