The purpose of this paper is to explore the possibility of designing training sessions on the basis of a dramatic structure and inclusion of contextual narrative for facilitating transfer of learning. The role of stimulating curiosity in this process has also been scanned under the lens of neurobiological insights.,The paper theoretically develops a framework through an integrative literature review to examine the prospect of enhanced learner engagement through structure, narrative and some interdisciplinary theories, namely, the gap theory of curiosity and the peak end theory.,A contextual story-based training method designed on the basis of a dramatic plot structure can leverage on the learners’ emotions for engaging learning sessions and retention of content. Such design offers potential to improvise and strengthen the overall training module design and delivery mechanism. The outcome is seen through enhanced peak moments of curiosity and satisfaction, thus enriching the overall training–learning process.,The study is theory based and non-empirical which does not give it a ground to make generalised statements and conclusions. This factor, however, paves the way for future research in the allied areas such as empirical testing of the framework by identifying and testing the variables and other contextual and causal factors.,The suggested framework has practical implications for Learning and Development managers as well as academies. The conceptual framework provided in this work can lend some unique insights towards strengthening the training–learning process.,Although the concept of using stories for training is not new, this study contributes by proposing a new theoretical framework that examines together the elements of sound dramatic structure and a story-based training method. Such a design, conceived by taking into account an understanding of the working mind, can influence the overall experience of achieving positive training–learning results.

中文翻译：

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通过设计增强培训-学习经验：概念框架

本文的目的是探索在戏剧性结构的基础上设计培训课程的可能性，并纳入上下文叙述以促进学习的转移。激发好奇心在此过程中的作用也已在神经生物学洞察力的视角下进行了研究。本文通过综合性文献综述从理论上发展了一个框架，以通过结构，叙事和一些跨学科理论研究增强学习者参与的前景，即基于戏剧性情节结构设计的基于情境故事的训练方法可以利用学习者的情绪来参与学习课程和保持内容。这样的设计提供了改进和加强整体培训模块设计和交付机制的潜力。通过提高好奇心和满意度的高峰时间可以看到结果，从而丰富了整个培训学习过程。该研究是基于理论的，非经验的，因此没有理由作出概括性的陈述和结论。但是，这一因素为未来在相关领域的研究铺平了道路，例如，通过识别和测试变量以及其他上下文和因果因素，对框架进行实证测试。建议的框架对学习和发展经理以及书院。这项工作提供的概念框架可以为加强培训学习过程提供一些独特的见解。尽管使用故事进行培训的概念并不新鲜，但本研究通过提出一个新的理论框架做出了贡献，该框架将声音的戏剧性结构的要素和基于故事的训练方法一起进行了研究。考虑到对工作思维的理解而设计的这种设计可能会影响获得积极的培训-学习成果的总体经验。