Abstract:

Role-playing–based dramatization techniques represent an innovative strategy to enhance the learning experience in higher education, particularly in experimental sciences with abstract or complex content. These activities allow students to take an active role in their learning, promoting deeper understanding, practical application of concepts, and the retention of key information through participatory experiences. The aim of this experience was to evaluate the impact of role-playing activities on students’ comprehension, motivation, and development of personal and social skills.

In the Biology course of the first-year Chemistry program at the University of Alcalá (UAH), this methodology was implemented in theoretical classes with three small groups, addressing topics such as the electron transport chain (60 students) and nucleocytoplasmic transport (81 students). Although the instructors provided the necessary materials, students freely chose which resources to use, fostering their autonomy, creativity, and collaboration, while also strengthening cognitive engagement.

After the sessions, students completed an anonymous questionnaire focused on comprehension, personal and social skills, motivation, and classroom climate. The results indicate that over 80 % of participants perceived significant improvements in understanding the content and in their ability to apply what they had learned practically, as well as greater ease in retaining concepts. Regarding personal skills, approximately 75 % reported that dramatization helped them express themselves more confidently in public, work effectively in teams, communicate clearly, and demonstrate empathy toward peers, while also strengthening relationships with instructors. Around 80 % also indicated that the activity created a relaxed and trusting classroom environment, increased their motivation, and improved concentration during the sessions.

Overall, students perceived the activity as dynamic and engaging, reported a more positive attitude toward the subject, and highlighted the development of soft skills such as leadership, conflict resolution, active listening, and cooperation. These findings demonstrate that dramatization not only facilitates the acquisition and consolidation of complex content but also promotes essential socio-emotional skills for university learning. The combination of participatory experiences, autonomy, and collaborative work creates a motivating and supportive environment, supporting this methodology as an effective strategy to enrich teaching, enhance student engagement and well-being in higher education.

Funding:
Universidad de Alcalá (UAH). UAHEV/1678. El juego de rol como herramienta motivacional en las clases de bioquímica (Biochem-RP).
University of Alcala (UAH). UAHEV/1678. Role-playing as a motivational tool in biochemistry classes (Biochem-RP).

Keywords:

Role-playing, active learning, Biology, motivation, soft skills, higher education.