How NUS Business School Increased Classroom Engagement Beyond Zoom-Style Learning

About the National University of Singapore

The National University of Singapore (NUS) is one of Asia’s leading universities, known for academic excellence and innovative teaching practices. Within NUS Business School and its Teaching Academy, faculty continuously explore new approaches to active learning, particularly in experiential courses such as family business and international strategy.

These courses depend heavily on discussion, collaboration, and applied group work. Preserving that dynamic interaction in a virtual format was critical to maintaining learning quality.

The Challenge: Moving Beyond Static Video Classrooms

Faculty sought to move beyond traditional Zoom-style classes, which often limited spontaneity and made breakout sessions feel rigid or operationally clunky. While video conferencing tools could support lectures, they were less effective for courses that relied on small-group collaboration, peer exchange, and immersive discussion.

Breakout rooms required manual coordination, transitions felt disruptive, and opportunities for organic peer-to-peer interaction were constrained. For experiential subjects in particular, the format reduced classroom energy and limited the natural flow of conversation that typically defines in-person sessions.

NUS needed a virtual environment that supported active learning, and not just content delivery.

The Solution: Multi-Room Immersive Classrooms With SpatialChat

Instructors adopted SpatialChat to design immersive, multi-room classroom environments that mirrored the flexibility of physical learning spaces. Within a single session, faculty could create themed areas such as reading rooms, discussion zones, and activity spaces, allowing students to move freely between them.

This structure enabled small-group collaboration without rigid breakout assignments. Students could gather around topics, share content visually, and transition smoothly between discussions. The open layout encouraged exploration and interaction, making sessions feel closer to in-person seminars than traditional video calls.

By allowing students to “play” with content and space, the platform supported more experiential and participatory learning models aligned with the goals of the Business School and Teaching Academy.

The Results: Higher Energy, Stronger Peer Interaction, Broader Adoption

SpatialChat was used for approximately 60-student classes across multiple sessions during the academic year. Students quickly adapted to the format, actively moving between spaces, sharing materials, and collaborating in groups.

Faculty feedback highlighted noticeably higher classroom energy, increased peer-to-peer interaction, and stronger overall engagement compared to standard video conferencing tools. Rather than passively attending, students participated more dynamically in discussions and group work.

The success of the implementation extended beyond a single course. The platform was shared with other educators and the Teaching Academy, broadening awareness and seeding adoption across additional programs within the university.

Reimagine Active Learning in the Virtual Classroom

Virtual teaching does not have to mean static screens and rigid breakouts. With the right environment, classes can remain interactive, collaborative, and immersive.

Discover how SpatialChat can help your institution design virtual classrooms built for active learning. Connect with our team to explore what’s possible.