Abstract

This study explored how Tabletop Role-Playing Games (TTRPGs) could be applied in STEM education to help students grasp complex concepts by modeling scientific processes. A key focus was the role of Dungeon Master(s), whose skills in designing and running games mirrored the adaptive work of teachers creating engaging, inquiry-driven classrooms. The research began with a bibliographic and theoretical analysis that traced ideas from games in general to Role-Playing Game(s), and finally to the specific case of Dungeon Master’s praxis in TTRPGs. This review established the conceptual foundation for comparing experiential learning (EL) with inquiry-based learning (IBL). Prior studies indicated that TTRPGs enhanced traditional teaching by creating interactive spaces where students assumed roles, tested ideas, and applied theory in practice: activities that fostered motivation, collaboration, and knowledge retention. Building on these insights, the study developed a survey instrument to document how DMs facilitated games and to examine how their methods might translate into STEM pedagogy. The tool was piloted at an academic conference, refined through expert feedback, and analyzed within a comparative, mixed-methods framework. The study concluded by situating DM expertise within broader pedagogical debates, demonstrating how role-playing dynamics can inform inclusive, experiential, and practice-based approaches to STEM learning.

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