This study focuses on the application of the role-playing case method in a user
interface design course project and primarily investigates the impact of role
relationships and teamwork on university students engaged in group projects. The
study involved 48 undergraduate students from various colleges, including design,
information, engineering, and management-related disciplines. The participants were
in their first to fourth year of study, consisting of 21 males and 27 females, all of
whom had taken a user interface design course and completed group projects. Based
on the overall analysis of the study's questionnaire, the items "Work was
appropriately assigned during the collaboration with classmates" and "I can calmly
face difficulties because I trust my problem-solving abilities" were found to be
significant. Regarding teamwork, students' perceptions of roles influenced task
allocation, suggesting the importance of clearly understanding each role's
responsibilities during the assignment phase. The project manager should arrange
tasks based on the roles' execution requirements. In terms of individual self-efficacy,
changes were observed in students' problem-solving abilities, leading to improved
work efficiency in teamwork. In terms of teaching approach, students learned how
to address problems and plan schedules based on project progress, resulting in
enhanced execution efficiency in teamwork. Overall, the results of this study
demonstrate the significant impact of role-playing case methodology on enhancing
students' teamwork skills and role identification. It also contributes to improving
classroom instructional design, providing a better learning experience, and fostering
students' personal growth and professional development in teamwork.