• Limited class time with students. It is essential to organize role-playing activities with ample time available to make sure that students are engaged in a meaningful way, and time for reflection to follow without being rushed out of the class because of time constraints.
  • Limited access to resources. Even though props should not be the focus of the role-playing activities, access to certain resources (photocopies, access to computer and internet) may be deemed necessary for students to fully reach the potential of their engagement in this role-playing activity.
  • Constraints by the demands of the curriculum. Role playing activity should be clearly tied to the learning objectives of the course.
  • Guidelines that are over restricting to students’ exercise of free will power in terms of how the roles will evolve. Role-playing activities should be open-ended and students should feel comfortable to use their judgement and apply their knowledge from past experiences to their roles. This way role-playing can become a meaningful learning experience.
  • Lack of social skills or unwillingness to participate. Certain students may not be willing to participate or may not exhibit the skills that maybe necessary for the execution of the role playing activity. Charismatic students may attract attention to their role-playing skills and not to the actual learning engagement. Certain boundaries with role-guidelines should be provided and the activity should be organized in a safe and caring learning environment where experimentation and risk taking is encouraged. Students who refuse to participate may serve as observers and share their thoughts and perspectives at the end.