Decrypting enigma: utilizing “The Imitation Game” to analyze the impact of abstraction order on team development comprehension

Purpose Leadership is considered a complex topic in education, but the implementation of film as a vicarious experience can facilitate a connection between abstract concepts and real-world scenarios. This study sought to investigate leadership learners’ intent to model team leadership behaviors portrayed in the film, The Imitation Game . Design/methodology/approach The qualitative multiple case study design examined the similarities and differences between two sections of a team leadership course using film; one that applied an inductive approach and the other applying a deductive approach. Findings Results indicated that learners in the inductive section focused on modeling leadership behaviors from characters in the film, while deductive learners tended to focus on the behaviors exhibited from specific scenes in the film. No significant differences were found between sections regarding learners’ satisfaction learning with film or their perceptions of themselves or their peers modeling behaviors from the film. Originality/value Limited empirical research has investigated the efficacy of using visual media in leadership education. Our research suggests that utilizing film in a team leadership classroom provides a meaningful vicarious experience, regardless of abstraction order, to support experiential learning. Moreover, our learners indicated satisfaction with learning through visual media. Therefore, we recommend educators consider incorporating visual media as a teaching tool, when appropriate. Future research should investigate the impact of different movie variables on learner outcomes, such as the impact of genre on knowledge retention and application.