“I notably watched and listened more” - enhancing lecturer effectiveness through drama-based techniques

Improving student engagement in teaching settings is one of the biggest challenges in contemporary higher education. Drama is a powerful tool to engage audiences yet its use by the lecturer to potentially transform students' experience of HE teaching remains under-researched. This interpretive study used an action research strategy to explore whether applying three drama-based techniques (sketch, soliloquy and story) in teaching could positively impact lecturer effectiveness in support of student engagement. Five lecturers tested the drama-based techniques in the live teaching setting. Their performances were observed and teaching strategies from a framework for lecturer effectiveness were identified. We found that these drama-based tools contributed to lecturer effectiveness and enhanced student engagement. Drama interventions performed by the lecturer have the potential to add value to the student learning experience and benefit universities through boosting student engagement. We recommend adding drama-based techniques to the lecturer's pedagogical toolkit.