The methodologies presented in this paper have been put into practice throughout the 2016/2017 academic year of the Market Research, 3rd year of Degree in Tourism as Educational Innovation Project within the Novice Teacher Training Program conducted by Universitat Jaume I of Castellon (Spain). From the previous experience teaching theoretical classes in the area of marketing and market research, the conclusion is drawn that by involving the students in the development of the class, the process of learning and understanding of the contents worked is improved, increasing the attention during the classes and the motivation on the matter treated. For this reason and with the intention of focusing efforts on facilitating student learning, the possibility of introducing elements that reduce linearity in theoretical classes of a more academic and abstract nature is proposed, in order to provide them with greater dynamism and, in turn, to bring concepts closer together To a more applied level, implying, at all times, the students in their development. The main objective of this project is to obtain a better performance and learning result of the theoretical classes and also a better absorption of the contents by the students. To this end, in the development of each of the thematic blocks, a role-playing activity has been selected as a complementary teaching methodology to the professor's speech as a stimulating and motivating element for the student. According to the literature review, role-playing techniques have long been used as an innovative, engaging, and active learning method in which students spontaneously act out characters assigned to them within a social scenario [1]. Practitioners and theorists alike have suggested that role playing produces numerous benefits. It has been argued, for example, that role-based simulations promote classroom interaction and motivation, produce a more internal locus of control and sense of mastery, allow discovery of the strengths, weaknesses, and consequences of certain behaviors or attitudes, and provide a means for exploring divergent points of view. It has also been hypothesized that role playing might increase empathy and altruism, perspective taking, and moral reasoning and enhance cognitive skills such as pattern recognition, decision making, creative thinking, and problem solving. According to our experience during semester has been increased the motivation of students for the subject and has been observed a better empathy and spirit of collaboration among peers. The combination of the didactic techniques treated has not only resulted in a better development of specific competences of the subject, but also stimulates a whole series of transversal competences. At the individual level we can emphasize the capacity of critical thinking, self-motivation or the improvement of communicative skills. In addition, competencies have also been worked out at group level such as the ability to work as a team and the ability to delegate and collaborate with colleagues.
