Leveraging Virtual Reality Technology in Saudi Arabia to Enhance Training: A New Paradigm for Developing Women Leaders in the Workplace

TL;DR

This study explores how virtual reality training can help Saudi women develop leadership skills, showing high engagement but needing more real-world application.

Contribution

The paper introduces a VR-based training program tailored for Saudi women leaders, aligned with Vision 2030 goals.

Findings

Participants rated VR training usability and immersion highly (mean scores 3.95–4.11).

VR was seen as intuitive and engaging, with quick adaptation reported.

Some uncertainty remained about applying VR skills to real leadership tasks like conflict resolution.

Abstract

Background: Gender bias and workplace challenges continue to hinder the career advancement of women in leadership roles. As Saudi Arabia aligns with Vision 2030, empowering Saudi women leaders (SWLs) through innovative training methods has become a national priority. Virtual reality (VR) technology offers immersive, interactive environments that simulate workplace challenges, fostering skill development and bridging the gap between theory and practice, particularly beneficial for women leaders who can practice navigating leadership scenarios safely.

Objective: This pilot study investigates the effectiveness of VR technology in enhancing the leadership competencies, digital communication skills, and workplace adaptability of SWLs.

Methods: A total of 52 SWLs from public and private organizations in Riyadh participated in a two-week VR-based training program focused on real-life leadership scenarios and workplace challenges. Designed by Princess Nourah University’s Women Leadership Center in collaboration with the Massachusetts Institute of Technology (MIT), which provided VR design expertise, the program addressed gender bias and leadership stereotypes. Data were collected using a System Usability Scale (SUS)-based questionnaire combined with leadership training evaluation items, which assessed both VR system usability and training effectiveness. Descriptive and inferential statistics (including Pearson correlation coefficients) were used to analyse the data.

Results: Participants reported high levels of satisfaction with the usability and immersive nature of VR training (mean scores ranging from 3.95 to 4.11 on a five-point scale). The VR system was rated as intuitive and engaging, with participants quickly adapting to its use (mean score: 4.11). The training facilitated interactive and stress-free learning experiences (mean score: 4.08), though some participants expressed uncertainty regarding applying VR skills to day-to-day leadership tasks such as conflict resolution and performance management (mean score: 3.05).

Conclusion: VR technology, as indicated by mean usability scores around 4.0 on a five-point scale, is a promising tool for developing leadership competencies among SWLs. While participants demonstrated strong engagement and skill acquisition, further refinement is needed to align training scenarios with real-world tasks. Expanding carefully evaluated VR-based training programs can advance women's leadership development and support Saudi Vision 2030 objectives.