Date of Award

August 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Jared Schlenker

Abstract

There has been an increase across professional fields in the use of virtual reality (VR), a computer-generated immersive environment that allows users to interact with 3D simulations (Lowood, 2026), to increase the amount of authentic, practice-based experiential learning opportunities. In physical education and sport leadership preparation, VR offers a way to help students move beyond learning about leadership in theory and more toward practicing leadership in realistic, immersive situations. This study grew from the researcher’s professional experiences as a coach and Activities Director, where he learned that many important leadership lessons came through professional experiences involving decision-making, stakeholder relationships, conflict resolution, and personal reflections. These experiences revealed a gap between learning about leadership in coursework and being prepared to execute leadership skills in the field.

Based on Kolb’s Experiential Learning Theory, this study evaluated the integration of virtual reality into the Leadership in Physical Education and Sport (LPES) program curriculum at North Dakota State University to enhance students' experiential learning and application of leadership skills, while also focusing on understanding participants' perceptions and interpretations and the reflective learning associated with the Musrion-based VR leadership simulations in which they participated. Through conducting 5 intensive, semi-structured interviews, the findings from this study were used to develop an implementation guide designed to support the use of VR as an instructional tool within online or hybrid leadership programs. The guide emphasizes the importance of planning, scenario design, learner preparation, reflection, meaning-making, reapplication, and program review.

Download

Share

COinS