Analogical role-play for teaching the OSI model in undergraduate computing education

Abstract Background and context Undergraduate computing students often find the Open Systems Interconnection (OSI) model difficult because it involves invisible, layered networking processes. Although analogy and role-play are established pedagogical approaches in other disciplines, their integration in computing education, particularly for teaching networking in higher education, remains underexplored. Objective This study examined the feasibility and pedagogical potential of analogical role-play for supporting students’ conceptual understanding of the OSI model. Method An exploratory single-group pre-test/post-test study was conducted with undergraduate computing students ( n = 10) at a UK university. Following a short lecture, students completed an eight-item multiple-choice quiz via Kahoot and participated in an analogical role-play representing the OSI layers through a simulated postal-service process. To accommodate the participants, the Application and Presentation layers were combined into one role, as were the Data Link and Physical layers. The same quiz was administered after the activity. Quantitative data were analysed descriptively, and qualitative feedback was collected through Mentimeter. Findings The overall proportion of correct responses increased from 45% in the pre-test to 53% in the post-test. Responses to the open-ended question highlighted engagement, interactivity, and the perceived value of the familiar real-world analogy for understanding the OSI model. Implications The study provides preliminary evidence of the feasibility and pedagogical potential of embodied, analogy-based learning and establishes a foundation for future research using larger samples and more rigorous comparative designs.