Abstract
Tabletop role-playing games (TTRPGs), such as Dungeons & Dragons, have been increasingly considered for experiential learning, yet their application for social skill development in adult education remains insufficiently documented. This scoping review mapped existing research to examine how TTRPGs support the development of interpersonal competencies in adult learning contexts. Following PRISMA-ScR guidelines, systematic searches were conducted in Scopus and Web of Science and supplemented by manual searches. Sixteen empirical studies published between 2014 and 2024 met the inclusion criteria. Data extraction followed a Population-Concept-Context framework and was analysed through qualitative content analysis. The studies reported consistent development of collaboration, communication, empathy and leadership through role adoption, shared narrative construction and distributed decision making. Effective implementations employed structured narrative frameworks, facilitator preparation and multi-session formats with reflection activities. Limitations included small sample sizes, reliance on self-report measures and limited use of validated assessment instruments. TTRPGs represent promising tools for social skill development in adult education, complementing established training methods by providing immersive and participatory learning environments. Future research should include larger samples, validated measurement tools and longitudinal designs to strengthen evidence quality and guide educational practice.
Recommended Citation
Manganello, F., & Capobianco, D. (2026). Tabletop Role-Playing Games for Social Skill Development in Adult Learning: A Scoping Review. Games in Learning and Teaching, 2(1). Retrieved from https://newprairiepress.org/gilt/vol2/iss1/2
