Abstract:

This presentation explores the integration of a Virtual Escape Room (VER) as an experiential learning tool in higher education to teach leadership development. The study was conducted within a third-year undergraduate module, Leadership in Practice, where117 students across two academic years, engaged in a VER exercise designed to simulate real-world leadership dynamics.

The intervention aimed to enhance students’ ability to navigate leadership roles, communicate effectively, and adapt to team-based challenges in a controlled but immersive environment. Students self-selected into teams of five or six to complete the Gone Viral escape room challenge, designed to promote collaboration, decision-making, and situational leadership. The exercise was first trialled with professional services staff at the university before implementation with students to refine its structure.

Findings from post-activity debriefs indicated high levels of student engagement, increased confidence in leadership and teamwork skills, and improved preparation for assessment centres when applying for jobs. Students reported that the experience prompted critical reflection on their leadership styles and followership behaviours. Additionally, compared to traditional lecture-based teaching, the VER approach demonstrated stronger alignment with experiential learning principles by fostering practical skill development and immediate application of theoretical concepts.

After running the VER in the first academic year with 63 students, the study identified areas for improvement, including the need for a carefully structured environment, enhanced facilitation through observer roles, and the introduction of incentive-based mechanisms to increase motivation. The following academic year 54 students undertook the VER exercise with observers using structured observation sheets for supported delivery of feedback. Prizes were also introduced for effective leadership and teamwork.

Future iterations will include systematic feedback collection, and the development of a bespoke leadership-focused escape room tailored to specific learning outcomes.

This presentation will discuss the observed benefits and challenges of using VERs for leadership education, offering recommendations for educators seeking to integrate gamified experiential learning into their curricula. The session will engage attendees in a critical discussion on the pedagogical potential of digital escape rooms and their role in fostering essential soft skills in higher education.

Keywords:

Technology, leadership, gamification, development.