Virtual Reality as an Emerging Methodology for Leadership Assessment and Training

Abstract

In developed countries, companies are now substantially reliant on the skills and abilities of their leaders to tackle a variety of complex issues. There is a growing consensus that leadership development training and assessment methods should adopt more holistic methodologies, including those associated with the emotional and neuroendocrine aspects of learning. Recent research into the assessment of leadership competencies has proposed the use of objective methods and measurements based on neuroscience. One of the challenges to be faced in the development of a performance-based methodology to measure leadership skills is how to generate real-life situations with triggers that allow us to study management competencies under controlled laboratory conditions. A way to address this question is to take advantage of virtual environments to recreate real-life situations that might arise in performance-based assessments. We propose virtual reality (VR) as a very promising tool to observe various leadership related behavioral patterns during dynamic, complex and realistic situations. By seamlessly embedding assessment methods into virtual learning environments, VR can provide objective assessment methods with high ecological validity. VR also holds unlimited opportunities for leadership training providing subjects with intelligent tutoring systems that adapts situations in real time according to the observed behaviors.

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“…Extended Reality technologies have already been successfully applied as methodological tools in other scientific disciplines, such as neuroscience (Fox et al, 2009), psychology (Teo et al, 2016), education (Bruer, 2008), medicine (Chicchi Giglioli et al, 2017; McGrath et al, 2018), and human resources (Alcañiz et al, 2018). Therefore, it is not surprising that marketing researchers are showing interest in XRs as a new e-commerce marketing channel with great interactive capacity and totally innovative contents that, to date, have been unavailable to marketing scholars and industry.…”

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“…These kinds of assessments are hard to assess a higher level of thinking skill or foster the students to do something complex in a fun way. These kinds of traditional assessments often fail to provide useful and practical feedback to the students during the teaching-learning process [18]. Therefore, to make the students become active and empower students, it is essential to designing and developing other alternative assessments for English language teaching process.…”

“…Next, the second advantage is GBA can provide a pleasant and positive testing experience for the students [19]. It contrasts with any traditional assessment methods that give the negative effect or influence to the students during the learning process, for example, the anxiety that the teacher feels it in the classroom [18], [21]. Because of it, it may have an adverse impact on their performance or their understanding of the material, and as a result, the assessment cannot be used to see the valid result of the student's performance.…”

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“…However, they are common in other fields of study such as medicine, biology, neuroscience or others. These were used in these virtual studies mainly because the variable studies were very specific, so they integrated different tools from other areas of knowledge, such as neuroscience (Alcañiz et al, 2018). We found the use of oxygen consumption (VO 2) was used in 3 studies, accelerometers (2 papers), mean ventilation responses (1 paper), body forces (1 paper), transcranial Doppler (1 paper).…”