In the early days of childhood, we do playhouses, putting on the imaginary hats or capes to fulfill our 'destiny', let it be punching the bad guys, driving fire engines, waving the magic wand or just preparing dinner for the family as a Mom. It is in these roles and plots where we are set in the scenario and learn how to react up to the expectations from others and the environment. We learn to tell right from wrong, do goods against bad, and care for others. However, as we grow cognitively more mature, the voice inside tells us that it is nothing but 'fake', and as we get more attached to the realistic world, we are prompted to leave these stories behind in order to show that we are mature adults who stand on their feet as staying true to the reality.
Therefore, the idea of story-based learning has been rebuffed in adult learning or corporate training because stories are for little ones. Nevertheless, it is often neglected that the nature of stories is never Peter-Pan-only, yet any plots that allow the imagination to paint the colors and build upon one another. In this sense, it is important for adult learning designers to recognize the focus of story-based learning as the framework which allows learners to safely explore, experience, and inspire themselves from the imaginary environment. Therefore, these stories have to tap into learners' needs, lives and expectations so that they can be a safehouse for them to develop their minds and sharpening the skills required for future challenges.
It is never that story-based learning is not for adult learners, but how it is built is not right for the target audience.