The use of applied improvisation at university: a mini-review

Marine Jouin; Isabella Sharvadze; Judit Fekete; Héloïse Longuépée; Hadrien Thomas; Clarisse Grados; Julie De Wever; Maxime Gignon; Mathieu Hainselin

doi:10.3389/fpsyg.2025.1661912

The use of applied improvisation at university: a mini-review

Front Psychol. 2026 Jan 7:16:1661912. doi: 10.3389/fpsyg.2025.1661912. eCollection 2025.

Authors

Marine Jouin¹, Isabella Sharvadze², Judit Fekete³, Héloïse Longuépée¹, Hadrien Thomas¹, Clarisse Grados^{1

4}, Julie De Wever^{1

4}, Maxime Gignon^{1

4

5}, Mathieu Hainselin¹

Affiliations

¹ CRP-CPO UR 7273, Université Picardie Jules Verne, Amiens, France.
² Independent Researcher, Konstanz, Germany.
³ Department of Languages for Biomedical Purposes and Communication, Medical School, University of Pécs, Pécs, Hungary.
⁴ Simulation Center, SimUSanté Epione, CHU Amiens-Picardie, Amiens, France.
⁵ Department of Preventions, Risks, Medical Information and Epidemiology, CHU Amiens-Picardie, Amiens, France.

Abstract

Aim: This mini review aimed to synthesize current evidence on applied improvisation programs in higher education across disciplines, identifying their impact, implementation, evaluation methods, and future research directions.

Methods: Following PRISMA-ScR guidelines, a systematic search was conducted across six databases, covering publications from 1999 to 2024. Inclusion criteria encompassed empirical studies involving university populations engaging in theatrical or applied improvisation interventions. After screening, 54 relevant studies were included. Data extracted included study characteristics, participant demographics, intervention methods, evaluation methodologies, and outcomes.

Results: Most studies originated from the United States (70.4%), targeting students (85.2%), particularly in healthcare education (61.1%). Interventions varied from single workshops to multi-session courses, aiming to improve skills such as communication (62.9%), empathy (25.9%), collaboration (25.9%), confidence (22.2%), and stress management (14.8%). Evaluations often relied on satisfaction surveys or in-house questionnaires, with only 27.8% using standardized tools. Methodological variability and reliance on self-reported measures limited comparability and generalizability of the results.

Conclusion: Applied improvisation demonstrates potential as an innovative educational tool in higher education, enhancing key skills across various disciplines. However, significant methodological limitations-including heterogeneous interventions and assessments-hinder generalization of findings. To advance the field, future research should develop standardized assessment tools, establish consistent intervention protocols, and conduct randomized controlled longitudinal studies to assess the effectiveness and the durability of outcomes. Strengthening interdisciplinary collaborations and employing rigorous research methodologies are essential to optimize the use of applied improvisation in higher education.

Keywords: applied improvisation; aptitude; skill; teaching; theatrical improvisation; universities.

Publication types

Review