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In the undergraduate classroom, tabletop games can aid both teaching and learningespecially when accompanied by debriefing exercises following gameplay. In particular, tabletop games enable undergraduate learners to practice the 21st century skills of collaboration, communication, and critical thinking. This qualitative study examines three cases from the disciplines of practical theology, systematic theology, and history, utilizing the methods of classroom video recordings, written assessments from students and professors, and student debriefing exercises. In this study, undergraduate students (n = 46) and undergraduate professors (n = 3) reflect upon and self-report their experience playing tabletop games in the classroom. Students and professors report that tabletop gameplay appears to intensify active learning, classroom engagement, and student motivationa powerful blend for the retention of course content.

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