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Facilitate Success: Role play and simulations give students opportunities to reflect on learning in a way that makes tacit knowledge much more explicit and engaging. What could be perceived as complex or ambiguous concepts can become much more real once a student assumes a role and is able to apply theory to actual practice. Ironically, once placed in an activity that has clear rules and assigned roles, students are then free to focus on achieving learning goals in a much more creative manner without worrying about failure. 
Scaffolding/Coaching: In order to move students to greater independence in their learning, instructors should consider scaffolding assignments and course materials to better guide students. Role-play and simulations are unique techniques instructors can use to gradually increase complexity in their courses by creating scenarios that align with course objectives, build time for students to reflect on learning and model certain processes, and have students overall build agency within their discipline or interests. 
By taking on the role of another person, role play and simulations lead to more reflection and awareness of learning. Students can use such activities to monitor their own progress and make adjustments when needed for further understanding. Along with proper guidance and feedback, students can use role-play or a simulation to self-assess and continue to ask new questions. Role play simulation is a form of experiential learning that allows you to “cover” the same sort of topics as you would in a lecture course while moving your students from passive to active learners.⁴
For example, I found success in using this model for a course in the domestic politics of foreign countries that I teach. Originally I lectured on political parties, election systems, leadership, major political issues, success and failure in politics in the UK. Now, with the role play model, I invite students to form teams based on political parties: Labor, Conservative and Liberal Democrats. Each team works together to assign the various responsibilities:
⁴Bjork, C. (2005).Indonesian Education: Teachers, Schools and Central Bureaucracy. New York and London: Routledge