You are here:

Using Immersive Learning Simulations for Leadership Training

, University of Central Florida, United States ; , , Defense Acquisition University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA


During the last decade, the quest for novel approaches to leadership training has brought considerable attention to immersive learning simulations and serious games. This paper discusses innovative approaches for the design and development of learning simulations and games targeting core leadership competencies, such as critical thinking, problem solving, and decision making. This paper describes a number of effective instructional strategies for maximizing learning outcomes and cites specific examples of employing these strategies within the management training curricula at a major defense university. Specific emphasis is placed on the ways to leverage proven Experiential Learning (EL) techniques to create powerful learning experiences.


Andrews, A., Sanchez, A. & Lee, A. (2010). Using Immersive Learning Simulations for Leadership Training. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 409-417). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .

View References & Citations Map


  1. Ahlers, R., Driskell, J.E. & Garris, R. (2002). Games, motivation, and learning: A research and practice model. Simulation and Gaming, 33(3), 441-467.
  2. Anderson, J.R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369-406. Bergeron, B. (2006). Developing Serious Games, NY: Charles River Media.
  3. Cohen, M.S., Freeman, J.T., & Thompson, B. (2000). Critical Thinking Skills in Tactical Decision Making: A Model and a Training Strategy. In J.A. Cannon-Bowers& E. Salas (Eds.). Making Decisions Under Stress:
  4. Hannafin, R.D. & Hooper, S.R. (1993), Learning Principles. In. M. Fleming& W.H. Levie (Eds.), Instructional message design: Principles from the behavioral and cognitive sciences (pp. 191-231). Englewood Cliffs, NJ:
  5. Irwin Iuppa, N. & Borst, T. (2007). Story and Simulations for Serious Games: Tales from the Trenches, Burlington: Elsevier, Focal Press.
  6. Michael, D. & Chen, S. (2005). Serious Games: Games That Educate, Train, and Inform, Course Technology PTR.
  7. Prensky, M. (2001). Digital Game-Based Learning, NY: McGraw-Hill.
  8. Salen, K. & Zimmerman, E. (2005). The Game Design Reader: A Rules of Play Anthology, Boston: MIT Press.
  9. Salen, K. & Zimmerman, E. (2003). Rules of Play, Boston: MIT Press-416-Acknowledgements

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact