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The impact of esports participation on the development of 21st century skills in youth: A systematic review
Abstract
Esports have increased in popularity among young people over the past decade. There is evidence that involvement in esports helps young players to develop skills that are needed in 21st century societies and increasingly valued by employers. However, there has been no systematic investigation of what 21st century skills can be developed through esports participation and how these skills are acquired through esports. This paper presents a systematic review of the literature for the purpose of providing a holistic understanding of the impact of esports on the development of 21st century skills in young people. The review focuses on the methodologies employed in esports research, the effects of different types of esports games on the development of various skills, the mechanics embodied in esports through which these skills are acquired and the potential negative effects and trade-offs of esports participation. The findings show that the literature has paid most attention to collaboration and communication skills, with less focus on other life and career skills related to creativity and innovation, information literacy and citizenship. The review also reveals the possibility of transferring acquired skills, such as those in leadership and communication, to the real-world context. Further research is needed on the transferability of a wider range of skills from esports to broader settings, on instruments and designs for examining the value of esports for educational purposes, and other areas that are not well covered in the literature. Identifying the skill development potential of esports has implications for designing specific skill development programmes for students, making pedagogical innovations for teachers’ professional development and empowering educational change at the school level.
... Alongside the rapid rise in the popularity of esports, an increasing amount of research has been dedicated to exploring their educational potential. Some scholars have turned their attention to investigating the impact of esports on students' development of various so-called twenty-first century skills, such as communication, collaboration, leadership, cognition, and information literacy (Hilvoorde & Pot, 2016;Zhong et al., 2022). Other scholars have attempted to build frameworks for facilitating the integration of esports into curricula (Lee et al., 2020;Scott et al., 2021). ...
... Many studies have focused exclusively on the most popular esports games, thus limiting the inclusive understanding of a broad range of esports. Moreover, although some studies have suggested that esports can be conducive to the development of twenty-first century skills and to academic performance (e.g., Zhong et al., 2022), there is a lack of systematic investigation into how different stakeholders in the educational sector perceive the use of esports in instruction and what support they need for its effective implementation. Additionally, most studies of esports in education have been conducted in Western cultures, with a dearth of studies conducted in Asian contexts, in which esports are increasingly popular among young people. ...
... Esports have recently piqued the interest of higher education researchers and practitioners, with a growing number of studies documenting their integration into higher education in various ways. One of the key areas of interest is the development of skills through esports, which incorporates innovative elements and the use of technology in both formal and informal settings (González-González et al., 2018;Zhong et al., 2022). Students may find participation in esports to be an authentic and motivating way to develop essential life and career skills for the twenty-first century, including critical thinking, communication, leadership, teamwork, and innovation skills (Barr, 2019;Binkley et al., 2012). ...
This study aimed to investigate the perceived affordances of incorporating esports into higher education using an ecological systems approach that examined the multiple factors shaping behaviours at the individual, interpersonal, and organisational levels. A total of 40 participants, comprising 32 students and 8 teachers, were invited to take part in semi-structured interviews. The data gathered from the interviews underwent qualitative analysis through the employment of thematic analysis methods. The results suggested that esports were perceived as having the potential to promote students’ skills development and foster an interactive learning culture. The study also identified constraints on esports integration at various levels, including student differences (i.e. in gaming interest, skills, attention, and physical capacity) and teachers’ insufficient knowledge (i.e. of esports and related pedagogy and content) at the individual level; concerns about the negative impacts of esports at the interpersonal level; and a lack of effective execution of university leadership at the organisational level. The results of this study offer valuable insights for education leaders into how to effectively exercise leadership in the context of esports. Specifically, the findings underscore the importance of developing professional development programmes for teachers to enhance their knowledge of the use of esports and related pedagogy and teaching content to improve the implementation of esports-based instruction.
... This study has confirmed that female students' participation in eSports impacts communication. Where eSports participation strengthens collaboration and communication skills while increasing the possibility of transferring acquired skills, such as leadership and communication skills, to real-world contexts (Zhong et al., 2022), social interaction, teamwork, and critical thinking skills (Delello et al., 2021). Again, we do not deny that eSports can also have an opposite (negative) impact on the social skills of female gamers. ...
... Publications of articles about eSport have paid very high attention to gamers' collaboration and communication skills. Unfortunately, other facts also find that eSport participation focuses less on other life and career skills related to creativity and innovation, information literacy, and citizenship (Zhong et al., 2022). The current study successfully reported the determination of eSport participation on the communication skills of female gamers. ...
Female students' participation (over the years) in esports and its implications on psychological conditions, communication, and virtual gaming risks Participación de las estudiantes (a lo largo de los años) en los deportes electrónicos y sus implicaciones en las condiciones psicológicas, la comunicación y los riesgos del juego virtual Abstract. eSport is a sport of choice and is quite popular, especially among young people, including women. This virtual sport has been developed entirely with various ways to play. At the same time, there is a negative paradigm of eSport games for women in Indonesia, including damaging vision, causing numbness in the hands, forgetting to eat, being introverted, and using harsh language. From a cultural perspective, women who play eSport are considered to violate the nature of women because they reflect masculine characteristics. This study uses quantitative research with a causal-comparative design to examine the effect of female students' participation in playing eSports on psychological development, communication skills, and the risks of virtual games. The research data were analyzed descriptively and inferentially (Multivariate Analysis of Variance). The analysis results prove a simultaneous influence between eSport participation (duration of playing) and female students' psychological conditions, communication, and virtual game risks. In partial testing, eSport participation only significantly affected the communication skills variable of female students, while the other two variables did not. Future research needs to conduct qualitative investigations to explore the clinical experiences of female gamers that help them train their communication skills. Given the existence of various gender discriminatory behaviours in eSports, female gamers may have good communication to protect themselves from the threat of discrimination, or vice versa.
... A total of 37 articles propose that esports players should utilize their mental and physical skills to win the game instead of winning by chance. These abilities and literacy typically encompass communication skills, decision-making abilities, reaction speed, and information and communication technology literacy, among others [76][77][78][79]. From this perspective, it can also be seen that most researchers acknowledge that physical skills and abilities are not only essential in traditional sports but also crucial in esports. ...
... (i) esports can lead to the development of perceptual, attentional, cognitive, and social skills, the ability to manage tasks or information, self-regulated learning, and mental flexibility [76,[92][93][94][95]; (ii) some esports can enhance the motivation of traditional sports [96,97]; (iii) excessive play leads to some physical issues such as eye fatigue, blurry vision, lower back pain, and tension headaches [7,98]; (iv) excessive play results in a variety of psychological problems, including depression, anxiety, tension, sleep disturbance, addiction, and aggressive affect and behaviors [7,98,99]. ...
This study conducted a systematic scoping review to collect definitions and explanations of esports and its related concepts in the existing literature. A thematic coding approach was used to screen possible disagreements and issues between the different characteristics of esports as presented in the existing definitions. Based on a critical discussion, the results of the coding were combined with the objective facts of the current esports industry and theories from similar fields to reconstruct the construction of an esports definition. In addition, the relationship between esports and its related concepts was discussed based on the proposed esports definition structure. The proposed esports criteria can help avoid misunderstandings and confusion in future studies regarding the research subjects related to esports and propose standardized usage of relevant terms in the field of esports research.
... As a result, it has evolved into an academic field that spans various disciplines, such as media studies, informatics, business, and sports sciences (Reitman et al., 2020). Notably, one of the recent foci within this research stream involves esports players' experiences (Cumming, 2018;Meng-Lewis et al., 2022), especially the effects of esports participation on various individual outcomes, such as skill development (Zhong et al., 2022) and lifestyle behaviours (Chan et al., 2022). ...
... Supporters of the activity praise its ability to connect people, provide an accepting social outlet, act as an escape from daily troubles, and serve as a fulfilling hobby or career (Hamari & Sjoblom, 2016). Studies also found that esports can foster skills such as teamwork, communication, and problem-solving (Zhong et al., 2022). On the other end of the spectrum, concerns arose around the close associations between esports and heightened aggression and the tendency towards violence, gaming addiction, social isolation, and adverse health outcomes, including obesity (Granic et al., 2014;Guy et al., 2011). ...
... However, there is a significant gap in directly linking esports with its affordances particularly for facilitating skills development. While many studies on esports have provided insights into its potential to promote the cultivation of various skills required by 21st century societies (e.g., Zhong et al., 2022Zhong et al., , 2024, there is a need for empirical research that measures how participation in various types of esports influences the development of specific 21st-century skills among students. Accordingly, the present study aims to fill this research gap by conducting an empirical study to fully understand the impact and implications of integrating esports for skills development into the Chinese higher education context. ...
Esports (electronic sports) or competitive video gaming has taken its place as a leading form of entertainment for young people worldwide. However, esports were generally studied as a popular form of entertainment, and rarely have studies examined esports from an educational perspective. This study aimed to investigate the perceived impact of various types of esports on the acquisition of the 4Cs skills (critical thinking, creativity, collaboration, and communication) through the lenses of higher education students. A sequential mixed methods research design was adopted, with a questionnaire survey involving 628 participants followed by semi-structured interviews with 46 participants. The quantitative findings showed that the players generally perceived that esports can cultivate the 4Cs skills and their perception was significantly related to gaming experience, gaming frequency, and time spent on each gameplay. The higher level of engagement in games was associated with higher 4Cs skills. No significant difference was found in scores of the 4Cs skills across nine esports genres. Apart from statistical inferences, natural language process (NLP) techniques combined with thematic analysis were used to identify various mechanisms and elements of different games associated with the 4Cs skills development. The quantitative and qualitative findings collectively shed light on the potential of integrating esports elements into innovative pedagogies for promoting learning and developing the 4Cs skills for both life and career.
... While these algorithms offer valuable insights, there is a need to prioritize user privacy and data security. Responsible usage of personal data and transparent communication with users are essential to building trust and ensuring ethical practices in e-sport engagement prediction [16]. ...
In recent years, e-sports has experienced a rapid surge in popularity, attracting a vast and diverse audience. As this industry continues to evolve, understanding and predicting e-sport engagement becomes increasingly vital for stakeholders, including game developers, tournament organizers, sponsors, and marketers. Machine learning classification algorithms offer a powerful approach to analyse and forecast user engagement in e-sports, thereby enabling the industry to tailor experiences to individual preferences and behaviours. Thus, this study investigates the level of engagement classification technique of data mining using predictive modelling operations with four different classes, namely strongly agree, either agree or disagree, disagree, and strongly disagree. Machine learning algorithms, particularly classification models, have proven to be effective in analysing large and complex datasets related to e-sport engagement. This study applies statistical techniques to categorize users based on 59 attributes of 106 instances to predict the engagement levels. By training on historical user data, six classification algorithms from two groups, namely bayes and rules, have been used to identify patterns and trends that are indicative of different engagement levels, with the accuracy ranges from 76% to 92%. For feature selection, the result shows that participating in activities, enjoying exchanging ideas, and playing with like-minded gamers were the top three ranking dimensions contributing to the level of engagement. Machine learning classification algorithms have the potential to revolutionize how e-sport engagement is understood and optimized. By analysing diverse data points and leveraging advanced predictive techniques, machine learning algorithms enable stakeholders to tailor e-sport experiences to individual preferences and behaviours, ultimately enhancing user engagement and satisfaction.
... Within the domain of esports, research into the area of learning appears to be "…an immature research field" (Ye et al., 2021, p. 363). Academic research has evidenced how esports can facilitate and support the development of meta-skills among esports players (Zhong et al., 2022). However, there appears to be little published research relating to how esports game genres and gameplay can accommodate different learning theories. ...
The term competitive gameplay or gaming is predominantly associated with esports. Esports, a synonym, or abbreviation for electronic sports is an industry that has a global outreach with a lucrative market. This is accentuated by the event driven, business model focus and organised competitive events, often involving sponsorship. These additional characteristics associated with esports is what distinguishes it from traditional or casual gaming. Though esports games can be played individually, they are predominantly viewed as a team activity. Beyond the debate as to whether esports can be classified as a sport, it is an area that has attracted a significant amount of academic research. Research areas have often included esports psychology, esports player health and nutrition and esports management. Some research studies have also reviewed how esports have the potential to e.0quip esports players with relevant 21st century skills such as critical and lateral thinking. One area where esports appears to be under researched is in the relationship between competitive gameplay and learning theories. It can be argued that this is an important consideration when delivering esports from an educational perspective. The aim of this paper is to provide a scoping review of the esports literature identifying empirical research associated with competitive gaming and graduate attributes. Esports game genres will be explored from a gameplay perspective demonstrating via learning theory examples how these games can facilitate graduate attributes in players. Exploring the domain of esports game genres, learning theories and meta-skills, the paper presents a conceptual model illustrating the interrelationship between these areas. The paper also has practical value to educators, who may be as yet unfamiliar with esports, informing them of the subject’s educational benefits from a graduate attribute and employability perspective.
... Разом із тим дослідження розвитку кіберспортивної культури свідчать про різноманіття культурних та субкультурних орієнтацій серед гравців [23]. Це не дає змоги сформувати завершене уявлення щодо образу кіберспортсмена, у тому числі стосовно стилю життя та відношення до здоров'я. ...
Досліджено можливості програмування та впровадження засобів відновлення працездатності організму у процес підготовки кіберспортсменів. Мета – визначити вимоги до відновлення працездатності організму кіберспортсменів після тренувальних навантажень. Результати. Охарактеризовано ланки працездатності кіберспортсменів, які найбільше потерпають від стомлення у результаті здійснення тривалої ігрової діяльності. Гравці виконують малорухому інтелектуальну напружену роботу, яка вимагає значного залучення психологічних функцій та аналізаторів. У цілому стомлення кіберспортсменів характеризується локальністю на рівні задіяних органів та глобальністю щодо психологічної сфери. Проте формування цілісного процесу підготовки у річному аспекті вимагає програмування повноцінного тренувального процесу. Важливим складником його структури є систематичне застосування засобів відновлення та стимуляції працездатності організму гравців. Обговорення. Однією з основних проблем зниження загальної працездатності кіберспортсменів є низький рівень рухової активності у процесі гри, а також відсутність рекомендацій щодо її організації у структурі тренувального процесу. Це пов’язано зі слабким зв’язком ігрової успішності з рівнем фізичної та функціональної підготовленості гравців. З іншого боку, стомлення гравців відбувається на сенсорному та локальному рівнях, що несуттєво впливає на стан загальної працездатності гравців. Разом із цим напруженість ігрової діяльності відчутно впливає на психологічний стан гравців. Означені напрями, за якими найбільш розвивається стомлення кіберспортсменів, потребують пошуку шляхів нормалізації через застосування відповідних засобів відновлення та стимуляції працездатності. Вибір засобів та методів відновлення має враховувати їх цільову спрямованість та можливість поєднання під час застосування через очікування максимізації ефективності. Особливістю програмування засобів відновлення працездатності кіберспортсменів є застосування дозованої рухової активності як одного з чинників, що може стати основою формування окремої групи засобів. Висновки. Необхідне детальне вивчення особливостей протікання стомлення гравців у різних структурних одиницях тренувального процесу. Констатується потреба у розробленні комплексних програм заходів щодо забезпечення належного відновлення та стимуляції працездатності організму кіберспортсменів. Основними підходами до відновлення працездатності гравців у кіберспорті після тренувальних навантажень є включення педагогічних, медико-біологічних та психологічних засобів відновлення на оперативному, поточному та етапному рівнях тренувального процесу з використанням принципу зворотного зв’язку.
... Recent developments in educational technology, particularly the integration of game-based learning, have introduced novel methods for cultivating essential teamwork skills (Ellis et al, 2008). Both commercial, open-source and serious digital games have been examined for their potential to foster teamwork and other important social skills (Di Pietrantonio and Mendonca, 2022;Kovalčík, Švecová and Kabát, 2023;Qian and Clark, 2016;Zheng et al, 2021;Zhong et al, 2022). Earlier studies have identified digital games as effective tools for collaborative learning (Hämäläinen, 2011;Karakas, Manisaligil and Sarigollu, 2015), imparting teamwork skills (García et al, 2016;Hewett, 2022;Wang and Chen, 2012) and enhancing team cohesion (Anderson and Hilton, 2015;Garcia et al, 2022;Greitemeyer and Cox, 2013;Keith et al, 2016;Keith et al, 2021). ...
The quality of a team in organizations has an impact on the success of the team in achieving their goals. Team building activities are one of the elements which can improve relationships in different kinds of teams. One of those can be playing competitive digital games, whether for teams working remotely or on site. This paper presents a case study that explores the design and development process of an innovative online game that combines elements of third-person action and multiplayer online battle arena (MOBA) games to provide an experience that strengthens team cohesion. The game design and mechanics support distribution of team roles based on Belbin's theory, highlighting the importance of diverse roles for balanced team functionality. By integrating unique character functions, the game encourages players to understand and appreciate the different roles individuals play in a team, enhancing empathy and mutual respect among team members. The game is uniquely designed to be simpler and more accessible than typical MOBAs, making it an ideal tool for educational and organizational settings to boost team cohesion and communication skills among people from various backgrounds. The leveling of the playing field allows individuals with minimal gaming experience to participate fully and effectively. The design principles ensure that the core mechanics of the game encourage teamwork and effective communication over individual skill, emphasizing collective success. The case study delves into the development process, the challenges faced, the solutions implemented, and the outcomes observed as part of a research project conducted between 2022-2023. The findings suggest that game-based learning can significantly transform traditional team-building methods, introducing a new paradigm for fostering high-performance teams in an increasingly digital world.
... Extensive research has mapped how playing multiplayer online games may contribute to the development of 21st century skills, especially communication and collaboration, which are key to succeeding in online games (Zhong et al., 2022;Qian & Clark, 2016). Research has also shown how multiplayer gaming may be used in the classroom to include at-risk school children, who rarely participate in everyday teaching (Hanghøj et al., 2018). ...
A growing number of young Danes experience a drop in well-being as well as there is an increase in diagnoses such as ADHD and autism. These challenges are often linked with school refusal and an increasing need for special education programmes. Since 2007, selected vulnerable youth (age 16-25) have been offered an alternative to regular youth education called Specially Planned Youth Education (Særligt Tilrettelagt Ungdomsuddannelse or STU). More than 30% of students attending STUs are diagnosed with autism or ADHD. The purpose of this paper is to explore the learning potentials of esports educational programmes with this specific target group. The study presents data from an ongoing research project entitled “Esports as learning space and gateway for vulnerable youth at STU”, which is supported by the Velux Foundation and currently in its second year while looking to finalise in 2026. More specifically, we analyse data from ten interviews conducted with vulnerable youth at three STUs, who participate in educational esports activities with commercial multiplayer games, primarily League of Legends, Counter-Strike or Valorant. The interviews concern the students’ gaming interests, their experiences with attending the esports programmes, and their perceived learning outcomes. All interview data have been coded and analysed using thematic analysis. Patterns and recurring themes in the data have been sought after based on questions of how students perceive themselves, what activities they engage in during esports education, and what the potential learning outcomes of the education are. Drawing on Dialogical Self Theory, we analyse and discuss the students’ different I-positions and identify possible transformations made possible through the STU activities, which aim to support students in obtaining an autonomous and meaningful adult life. Our preliminary findings show that students generally have more positive experiences at the STU’s than at their previous education. This includes adopting different I-positions that are more committed to a community than what they experience in their leisure gaming.
... In the Sisters of St. Paul de Chartres educational management in Thailand, teachers play an important role in driving the education management's progress and proceed continuously to keep up with the changing world society, technology (Ertmer et al., 2012) innovation, new knowledge (Chaiyo & Nokham, 2017;Zhong et al., 2022) and used to develop the work and social appropriately (Papanastasiou et al., 2019) Teachers are also involved in the operation of both teaching and learning. and administration the school's administration (Bay et al., 2024). ...
This study aims to analyze the characteristics of good teachers at St. Paul de Chartres parish schools in Thailand including directors, heads of department, and teachers who make up the total population of 2,400 from 24 schools. A sample of 420 people was selected by stratified random sampling. The research tool was the Good Teacher Characteristics Questionnaire and Rating Scale. The statistics used to analyze the data included was exploratory factor analysis. The results were divided into two parts: The General sample data analysis of good teachers at the Sisters of St. Paul de Chartres Schools in Thailand was comprised of good teachers. 361 of the 420 teachers were female, 86.0% were between the ages of 36 and 45, and 111, or 26.4%, were female. When categorized by level of education, it was discovered that 334 teachers, or 79.5%, held the highest level of bachelor's degrees. There were 211 teachers or 50.2% with at least 16 years of experience, and 375 teachers, or 89.3%. were teachers at the school. And the analysis of the data was analyzed with good teacher characteristics component analysis and divided into 6 components as follows: knowledge (well-rounded), interpersonal skills (interpersonal skills), working spirit spirituality, lifelong learner, teacher leadership) and a good role model (role model).
... This virtual socialization expands social circles and cultivates teamwork skills. Additionally, games often revolve around storytelling, using role-playing and plot development to evoke players' emotional resonance, providing an emotionally rich and profound experience within the gaming world [5]. ...
In the digital age, games have become an indispensable media form in young people’s lives. This article aims to provide an in-depth look at media literacy in the gaming world in order to enable adolescents to participate more fully in the media environment in the digital age. By clearly defining media literacy, we analyze the nature of games as a special medium, and explore the benefits of media literacy for teenagers and the challenges faced by the digital age. This article first introduces the concept of media literacy, then analyzes the unique characteristics of games as a medium, and then explores the positive impact of media literacy on young people’s mental development and social skills. It also examines the impact of mobile game convenience and game mode on time. Management challenges. The study finds the urgency of developing media literacy in the digital age, with particular emphasis on the need to give adolescents more power and control. Through this strategy, young people can be stimulated to think creatively, develop their ability to think independently, and better understand and respond to the impact of digital entertainment. This study provides insights for future media literacy research, highlighting that giving adolescents more power and control is a necessary way to promote their overall development in the digital age.
... Despite increasing global interest in game-based learning within educational settings, research focused on its application in classroom environments, particularly in higher education, remains sparse (Zhong et al., 2022). Notably, no studies have yet examined the significance of the pre-game phase (Bado, 2019). ...
This study investigates the impact of pre-game preparation on the perceptions and outcomes of participants in a digital simulation game. Conducted on 542 students from 28 management schools, the research explores how team organization and strategic planning in the early stages influence game experience and performance in a business simulation context. The findings reveal that effective pre-game preparation significantly enhances both the participants’ perception of the game and their performance outcomes. These results underline the importance of structured team organization and the strategic definition of roles before the game begins. This study also contributes to the literature on simulation games by highlighting the crucial role of pre-game activities, especially in team-based settings. In addition, it offers practical insights for educators on optimizing the use of simulation games by focusing on preparation and organization strategies that mimic real-world business environments. This research not only fills a gap in our understanding of the preparatory phase of game-based learning but also enhances our knowledge of how simulation games can be effectively integrated into management education.
... The increasing popularity of esports has ignited discussions concerning the potential effects on youth, highlighting both positive outcomes-such as fostering social connections [17], reducing stress [18], and developing skills like teamwork, strategic thinking, and hand-eye coordination [13,19,20]-and negative aspects, including physical inactivity [21,22], social isolation, gaming addiction [23], and exposure to harassment [24]. In contrast to traditional sports, where competitions are often separated by gender based on physical disparities, esports frequently include mixed gender tournaments, highlighting the reduced importance of physical qualities in virtual settings [8]. ...
Electronic sports (esports) have evolved into a major cultural phenomenon in the 21st century, mirroring traditional sports with organized, competitive play. This study investigates the prevalence of esports participation and characteristics of esports players among Norwegian adolescents. Using data from the Ungdata survey, a comprehensive web-based survey of Norwegian adolescents that includes questions on demographics, health, physical activity, social relations, and leisure activities such as gaming and esports, we analyzed responses from 70,695 students aged 16–18 years collected during 2021–2023. We conclude that about one out of twenty in the age group of 16–18 years actively engage in esports. The figure conceals significant gender differences: only 0.7% of girls, compared to 8.8% of boys, actively participate in esports. While female esports players differ noticeably from non-players on almost all indicators included in our analyses, the picture among boys reflects more similarities between esports players and other boys, than differences. Among the esports players, females almost consistently reported more negative experiences than males, including less physical socialization, lower self-rated health, higher rates of loneliness and sleeping problems, and a greater difficulty fitting in at school. Despite these negative aspects, esports players maintain close friendships similar to their non-playing peers.
... Disadari atau tidak, mengembangkan kemampuan ber-public speaking siswa secara tidak langsung mengadaptasikan siswa dengan harapan pembelajaran di abad 21. Di era abad 21 dan perkembangan teknologi yang pesat ini, kemampuan untuk berbicara di depan publik dengan cara yang efektif dan menarik menjadi semakin penting (Hermawan et al., 2024;Voogt & Roblin, 2023;Zhong et al., 2022 Itulah mengapa ada banyak cara yang ditawarkan untuk mengembangkan keterampilan public speaking untuk tujuan masa depan siswa, misalnya saja kemampuan untuk berbicara di depan banyak orang dibentuk melalui perjalanan belajar sejarah dan perubahan sepanjang hidup, mulai dari masa kanak-kanak hingga dewasa (Andersen & Rustad, 2022;Astari, 2022;Qurrotaini et al., 2024;Rapti & Sapounidis, 2024). Lingkungan, pengalaman, dan pola asuh yang diterima dari orang tua memiliki pengaruh signifikan terhadap kemampuan ini (Ertekin & Yüksel, 2014;Nadila et al., 2023;Nazari et al., 2023;Turiman et al., 2012;Yang et al., 2022). ...
Salah satu orientasi pembelajaran di era abad 21 menghendaki berkembangnya kemampuan ber-public speaking siswa yang harus dilatihkan sedini mungkin di jenjang pendidikan sekolah dasar melalui berbagai alternatif cara pemberian latihan yang menyesuaikan dengan karakter penerimaan belajar siswa. Penelitian ini dilakukan untuk mengukur sejauh mana siswa dapat meningkatkan kemampuan public speaking mereka melalui desain belajar berbasis model bimbingan simulasi kreatif. Pendekatan kualitatif berbasis metode analisis studi empirik diandalkan dalam penelitian ini dengan teknik mengumpulkan data berupa wawancara dan observasi langsung pada responden penelitian yang melibatkan siswa SDN 06 Tambun. Hasil yang diperoleh ditemukan beragam faktor yang menghambat pengembangan kemampuan public speaking siswa tersebut: 1. Kurangnya pembiasaan belajar yang melatih kebiasaan berkomunikasi efektif; 2. Dampak-dampak pembelajaran kurang menyentuh pada pengembangan public speaking siswa; dan 3. Kurangnya percaya diri dalam mengungkapkan suatu pendapat. Temuan penelitian tersebut menjadikan model bimbingan simulasi kreatif sebagai alternatif belajar yang konstributif dalam mengembangkan kemampuan public speaking siswa SDN 06 Tambun.
... Additionally, the role of teachers in facilitating e-sports-based learning experiences is crucial. Zhong et al. (2022) highlighted the need for professional development programs focused on e-sports in education to effectively prepare teachers to integrate e-sports into their teaching methods, guide students through reflective practices, and connect gaming experiences to academic concepts. ...
The rapid rise of e-sports in recent years has prompted educators to explore its potential as a tool for enhancing learning. This systematic review aims to investigate the impact of e-sports on developing cognitive, social, and technical skills among students. A comprehensive literature search was conducted on academic databases such as Google Scholar, Scopus, and Web of Science, covering studies published between 2019 and 2024. The inclusion criteria were research article discussing the use of e-sports in education and its impact on student skills, written in English of the national language. After removing duplicates, titles and abstracts were screened, and eligible article were then reviewed in their entirety to extract relevant data. The results indicate that participation in competitive gaming can enhance problem-solving abilities, critical thinking, teamwork, communication, and digital literacy. However, challenges such as accessibility for students with cognitive impairments and potential negative health impact mush be addressed. Despite these challenges, the findings suggest that with careful implementation, e-sport can be a valuable addition to traditional educational methods. Future research should focus on long-term impacts and optimal integration strategies to maximize the educational benefits of e-sports.
... This competition continues to develop through video games, creating a new sport by adapting to the era of digitalization which is now known as esports [12]. The 21st century is a time where technology, the Internet networks, and video games are developing more rapidly [13]. Android devices or mobile phones are proof that developments have occurred, until finally a new branch of esports has emerged, namely Mobile Esports [14]. ...
This study aims to analyze and evaluate the research and technology developments of esports in the last 30 years. 1188 Scopus articles were analyzed using VOS viewer computer software. The literature review was analyzed systematically following PRISMA guidelines. The analysis results show computer science, social sciences, and medicine are the fields of study most often associated with esports. The keywords "Esports" and "Human" are the main focus, indicating attention to the interaction between users and technology in gaming. In conclusion, esports have become more than just a game, but a complex social and technological phenomenon with broad impacts.
... Literature Review 21 st century skills range from individual skills to social skills including workforce, life and career, media and information, technology, etc. (Kelley, Knowles, Han & Sung, 2019). Due to the increasing importance of these skills in the business world, there is a high tendency for research in this direction in recent years (Haug & Mork, 2021;Zhong, Guo, Su & Chu, 2022). According to Abualrob (2019), the role of teachers is very important in acquiring 21st century skills for students. ...
Students are expected to have 21st century skills and be STEM literate for successful future careers. Teachers who will include teaching practices to develop these skills should have these competencies. Therefore, it is important how teachers perceive 21st century competencies and STEM education or what kind of tendencies they have in this context. This study aims to examine science teachers’ self-efficacy perceptions towards 21st century skills and their STEM attitudes and to reveal the relationship between them. Fifty teachers working in a city in Turkey participated in the study in which the concurrent mixed methods research design was used. Scales of self-efficacy perceptions towards 21st century skills and STEM attitudes were used as data collection tools. Independent sample t-test, Mann Whitney U test (MWU), Kruskal Wallis-H test (KWH) and Spearman Correlation analysis were used in the analysis of the data. In the study, a significant and positive relationship was determined between teachers’ self-efficacy perceptions and their STEM attitudes. It was determined that teachers with self-efficacy perception had positive STEM attitudes. Qualitative data consisting of teachers’ opinions supports these findings. It was observed that while teachers’ gender and professional seniority did not make a difference in self-efficacy perceptions, STEM attitudes differed in favour of women according to gender, and there was no difference according to professional seniority.
... However, the findings also reflect some risks of negative impacts, particularly in relation to mental health. This analysis can be linked to the study (Ribeiro et al., 2023;Zhong et al., 2022) which warns about the potential adverse effects of gaming addiction and high stress levels among eSports players. Therefore, these results contribute to a more comprehensive understanding of the complexity of the psychological impact of eSports, emphasizing the need for a holistic approach in managing aspects of players' mental health. ...
This research presents a comprehensive analysis of the psychological and social impacts of participation in eSports, a global phenomenon that has enriched sports culture. Through a literature review approach, this research explores player motivation, online identity, and the mental health impact of playing intensity. In addition, the research integrates cross-cultural dimensions, discussing the interaction of eSports with cultural values in various societies. The results provide deep insights into the complexity of individuals' experiences of eSports and the central role of online communities in shaping social identities. While this research makes important contributions, the limitations of limited primary data, publication age, and cultural representation must be acknowledged. In conclusion, this research underscores that eSports is not only a growing e-sports phenomenon, but also a significant cultural force, shaping norms and values in contemporary sports culture. This research provides a basis for further understanding and points the way for future research that can broaden the scope and deepen the analysis of the impact of eSports on global sports culture.
... In their study, Zhong et al. (2022) discussed how young people engage in and enjoy sports as part of their leisure activities has been profoundly impacted by digital technology. Rising sponsorships and viewership produced significant global revenues of $947.1 million in 2020 and $1084 million in 2021. ...
Online gaming is now a spectator sport, thanks to ESports. The experience is similar to watching a professional athletic event, but viewers see video gamers compete against one another instead of a physical contest. This qualitative research determined ESport’s viability status in the 2nd District of Albay. It sought to determine the status of the business requirements needed to establish an ESports business along with Network Infrastructure, Legal requirements, and Stability of power. It also evaluates the viability of ESports in the local market regarding technical and economic requirements. It focuses on the challenges of the Department of Information and Communication Technology (DICT) in providing opportunities for investment in e-services. Lastly, this research proposed a business process mapping model canvas that potential investors can adopt. The study revealed limited information regarding the stability of power in the context of ESports. No specific information was provided regarding how power stability is ensured or what measures are taken to ensure uninterrupted power supply during ESports tournaments. Likewise, power outages and fluctuations can cause disruptions and affect the gameplay, leading to frustration for players and viewers. Regularly maintaining electrical equipment and wiring is also necessary to prevent power outages and hazards. Technically ESports is viable, despite challenges that may be encountered, and does create a business model canvas.
... Esports scholarship is beginning to recognize the broader impact of competitive video gaming and its implications for society, largely by adopting interdisciplinary perspectives. This includes scholarship centering on the relationships between competitive video gaming and player well-being (Shulze et al., 2023), socio-cultural issues (Abarbanel et al., 2020), educational outcomes (Zhong et al., 2022), leisure management (Wood et al., 2019), and sport management and marketing practices . ...
Esports, competitive video gaming competitions, are becoming increasingly popular worldwide, with their growth in emerging markets contingent on local area network (LAN) gaming centers. LAN gaming centers are integral in emerging economies as they provide access to gaming technology and infrastructure that may be otherwise
unavailable. Given their importance, the purpose of our study is to identify characteristics relevant to LAN gaming center operations within the context of an emerging market. We conducted a two-phase, multimethod analysis of LAN gaming centers in Iran, an emerging yet dynamic market. In the first phase, we used a balanced scorecard (BSC) approach to identify business factors salient to LAN gaming center operations. In the second phase, we collected data from LAN gaming center consumers (N = 330) to rank the factors by importance using a multi attribute decision-making (MADM) model. We found that business factors relevant to LAN gaming centers operations include: offering a variety of services, providing
attractive and modern facilities, employing sports marketing methods,
monitoring competition, and developing multiple streams of revenue. via the BSC, our research offers strategic recommendations for LAN gaming centers. LAN gaming centers provide access to modern gaming technology and help consumers overcome technological limitations by providing a physical space for esports. LAN
gaming centers help create a sense of community and social connection for players and fans alike and facilitate how consumers in emerging markets connect with the global esports community.
... Indeed, the issue of cognitive performance and resilience is common to definitions of traditional sports and is an emerging area of research in esports scholarship (Pedraza-Ramirez et al. 2020). From this perspective, esports is a sport as it offers many (non-physical) developmental opportunities commonly associated with sport, including education and learning through collegiate esports (Zhong et al. 2022). ...
... Due to their high addiction potential, systematic reviews that exist on MMORPGs focus largely on maladaptive playing (Chen et al., 2020), poor self-concept and high risk of gaming disorder (Green, 2020) and such. Fewer reviews have concluded positive outcomes of being an MMORPG player such as fostering constructive twenty-first century skills (Zhong et al., 2022). A notable review has concluded that massive multiplayer online games (MMOGs) and social well-being are positively related, irrespective of age or degree of immersion in gaming, but this review focused on: (i) the outcomes of playing MMOGs rather than the gaming community's explicit role and (ii) social well-being, which is related, but not synonymous to socio-relational outcomes (Raith et al., 2021). ...
Recent technological advancements, increased access to gaming setups, and the emergence of free-to-play multiplayer games have contributed to a dramatic rise in the number of players gaming online and subsequently becoming a part of gaming communities. This systematic review explored the impact of being in an online gaming community on socio-relational outcomes, and variables that impacted the relation between gaming community membership and socio-relational outcomes. After screening PubMed, PsycINFO, Scopus, and Web of Science, 24 articles (15,451 players) were included. Results showed a predominantly positive influence of community membership on socio-relational outcomes of friendship, social skills, and social capital. Community-related variables (community size, social interaction, aim of community formation) and game characteristics that interacted with the gaming community (collective play, cooperation, learning to achieve game objectives) impacted the relationship between community membership and social capital. For some players, however, online social capital increased at the expense of offline social capital.
... These go beyond academic knowledge alone, including cultivating the competencies necessary to thrive in our rapidly advancing society [36][37][38]. Generally, experts have categorized 21st-century skills into four main groups: core academic skills, life skills, digital literacy skills, and career readiness skills [39] [40], as shown in Figure 4. ...
This study explores how gamification in DOTA 2 cultivates 21st-century skills (problem-solving, teamwork, communication, and critical thinking). It supports DOTA 2 as an immersive platform for skill development. The study investigated various sources, including player surveys, meticulous gameplay analysis, academic research reviews, and expert opinions. By synthesizing this evidence, the study sheds light on DOTA 2’s potential to hone and refine abilities. Player surveys revealed individuals’ acquisition of adaptability in dynamic situations, cultivation of strategic thinking abilities, and enhancement of effective team collaboration skills. An in-depth examination of gameplay unveiled discernible patterns of collaborative effort and cognitive processes aimed at resolving challenges resembling real-world situations. Existing scholarly literature substantiates these findings and highlights gaming’s role in developing 21st-century competencies. The study emphasizes the potential implications of its results for stakeholders, such as educators, policymakers, and game developers, offering valuable opportunities for the practical application of gamification strategies. It sparks further investigation and exploration of unexplored research avenues. This study contributes to the growing body of literature recognizing gaming’s substantial advantages in fostering crucial 21st-century skills.
... As a means of resolving the issues above, the purpose of this study is to scientifically investigate the introduction of traditional Educational Game Tools (APE) (Schöbel et al., 2021;Zhong et al., 2022;Shehata et al., 2023). By directing this exploration, we can survey the effect of conventional gorillas on PAUD educators' expert skills, their capacity to foster customary Chimp, and the conservation of nearby social legacy. ...
This study aimed to investigate the impact of a training program on the professional competence of Pendidikan Anak Usia Dini (PAUD) teachers in developing traditional educational game tools. The training activities employed the experiential learning model, focusing on the steps of traditional APE (Anak Usia Dini Pendidikan, or Early Childhood Education) development: selecting traditional games, choosing materials, adapting games into APE, determining learning themes, and piloting APE with peers. The findings revealed several implications of the training program on the professional competence of PAUD teachers. First, there was a significant increase in teacher knowledge, particularly in traditional APE. Second, teachers became more aware of the importance of traditional APE in early childhood education. Third, teachers' understanding of professional competence was enhanced through the training, enabling them to incorporate traditional APE into their teaching practices effectively. Fourth, the development and utilization of learning themes through traditional APE became more widespread among teachers. Fifth, teachers better understood child development aspects that could be nurtured through traditional APE. Sixth, the training diversified teaching methods through traditional APE, resulting in more engaging and interactive learning experiences was essential. Seventh, teachers' ability to create stimulating learning environments improved. Finally, the training program gave teachers valuable experiences, knowledge, and motivation to enhance their instructional practices. This study highlights the positive outcomes of training PAUD teachers in developing traditional educational game tools, emphasizing the significance of traditional APE in fostering professional competence and enriching early childhood education. Keywords: Educational Game, Professional Competence Teachers, Traditional Educational Game
... The [212] worksheet using RADEC to develop 4C is valid through the calculation Vh>Vt or Vh> 0.64 and is considered suitable for learning. A study by Zhong et al., (2022) investigated the impact of esports in developing 21st century abilities in the younger generation. It was found that the greatest attention was paid to collaboration and communication skills, with little focus on life and career skills (creativity, innovation, information literacy, and citizenship). ...
This study aims at identifying forms of participation and collaboration through RADEC learning and the influencing factors. The subject of this study comprised 32 students (18 males and 14 females) attending an elementary school in Bandung city. Case study with a qualitative approach was employed as the method of the study by utilizing instruments such as observation sheets, student work sheet, and field notes. Obtained data were analyzed using Miles Huberman's (1992) technique with data validation using reference material techniques and methodological triangulation. The results reveal that (1) doing assignments, asking questions, delivering opinions and arguments, giving responses and making conclusion are forms of participation students engage in the classroom, (2) students collaborated through group work, active participation and contribution in the group assignment, listening and discussing a variety of topics, showing appreciation, matching assignments and work, cooperate to gain ideas and realize them through a respectful and proper decision making, and (3) several factors influence the students’ participation and collaboration, namely confidence, hard work, and teachers’ stimulation. These results signify that RADEC learning is able to stimulate students’ participation and collaboration.
... Its gaming genres typically include Multiplayer Online Battle Arena (MOBA), Real Time Strategy (RTS), and First-Person Shooter (FPS), all of which rely on online multiplayer interactions (3,4). Esports is immensely popular in many countries and often exceeds the popularity of traditional sports in viewership among young adults (5), who play a considerable role in esports market, especially in recent years (6). With the remarkable growth of esports globally, it has developed into a multi-billion-dollar business and continues to prosper (7). ...
Background
Electronic sports (esports) has become a practical intervention for young people craving social connections since the COVID-19 pandemic. Past studies have shown an equivocal role of esports participation in boosting social ties or social connectedness. It is unclear if their relationship is affected by subjective attitudes of gamers. Moreover, the present COVID-19 pandemic may further modify this relationship to a greater extent.
Objective
This study primarily aimed to investigate the moderating effect of participants' subjective attitudes toward esports gaming on the relationship between in-game interaction during esports participation and participants' anticipated social connectedness among Chinese young adults during the COVID-19 lockdown periods in China.
Methods
We conducted a nationwide online questionnaire survey through the Credamo platform among 550 Chinese young adults in the present study. The Social Connectedness Scale-Revised was used to assess participants' social connectedness levels.
Results
Four hundred and fifty-three participants were included in the final analysis. The effective response rate was 82.4%. Our results showed that the esports participation measured by in-game communication frequency among participants, as an independent factor, was negatively associated with participants' social connectedness scores (β = −0.13, p < 0.05). However, when the moderating effect of subjective attitudes toward esports gaming was considered, the association between communication frequency and social connectedness scores was turned into the opposite direction with a larger effect size (β = 0.35, p < 0.001).
Conclusion
Our primary finding revealed that a positive mindset in esports gaming is indispensable in boosting social connectedness. Overall, our study provided supporting evidence for the benefits of esports on individuals' social connectedness. In future circumstances similar to the COVID-19 era, playing esports games is strongly encouraged in an attempt to maintain social connections and relieve psychological stress. In the meantime, we believe that having a positive esports experience, often associated with a positive mindset during gaming, can better promote social connectedness. Nevertheless, the amount of time spent on gaming per day should be of great concern, as esports games can be addictive, especially for teenagers and college students.
... Various internet mediums; are suitable tools for many experienced people to create money by selling mean products like confidential data, and bank card information. Package vulnerabilities are retailing as stated by regulatory fee body measuring its uniqueness and cruciality that could become available in bootleg emporium known as deep web [16], [17]. It is well known that security specialists are disposed to habit in internet communities by sharing various methodical examinations about package vulnerabilities to make them available in security patches. ...
The internet community is the only set of irreplaceable spaces in today's world and is used by millions for knowledge acquittance via the digital exchange between the landed gentry. The torrent of available e-contents in the Internet community attracts corporates and researchers to find the factual weightage of formed data. It is high time for digital diversification, which is the objective of using various learning-based machine learning (ML) systems for hands-on fortification. The main idea is to make stylistic communication more understandable. Here, the authors try to adapt the factual weightage procedure of formed data through the Internet community using machine learning schemes. Hence, the authors have chosen to emphasize cyber security, which is not well discussed and concerned with ethical contemplation from hackers' forums amidst internet communities. There are disparities in the continual growth of connotations, acronyms, spellings, and even technical jargon, which need periodic re-learning and their prototype implications through the proposed model.
... Education must be proactive in addressing the needs of the individual, as well as the requirements of society and the community at large, if today's students are to be equipped for the future and all of its possibilities. To inspire future generations of learners to be capable, inventive and highly motivated about continuous learning, 21st century education should be centered on critical thinking, global awareness, communication skills, optimistic behavior, social inclusion, cooperation and decision-making [19][20][21]. Therefore, this paper aims to investigate the key challenges for 21st century teaching and learning. ...
Educational institutes always explore new ways and trends to improve teaching and ensure learning in the classroom, especially at the higher educational level. In this fast-growing, dynamic world, the field of information technology (IT) has made huge progress in different sectors, including the education sector. Initially, the educational process and stakeholders’ resistance made it challenging to implement new information-technology-based solutions in this key sector, but the recent pandemic made it easier at different stages. Universities must allow students to play an active role in developing pedagogy and share their ideas in order to meet the 21st century learning needs of today’s students. This paper investigates the key challenges in a 21st century education. An extensive literature review was carried out for this research, followed by targeted expert feedback. The paper concludes that universities must cope with enrollment, finance and student support concerns in addition to transitioning their on-campus programs to virtual settings. Faculty must be interactive, captivating, collaborative and thought-provoking. Students should have a choice in how they learn knowledge and display it in accordance with their requirements and preferences. Technology usage should be interesting, efficient and responsible to improve the learner’s experience. Students should also be taught how their education will affect their future and global impact.
Purpose – The purpose of this study is to understand whether the spectator’s emotional attachment to esports’ players is key for the sponsoring brand’s outcomes. A theoretical model based on the attachment, social influence and brand communities’ literature is proposed.
Design/methodology/approach – Data were collected through an online survey from a sample of 1,355 regular esports viewers. The proposed conceptual model was evaluated using partial least squares-structural equation modeling (PLS-SEM).
Findings – The results showed that emotional attachment to esports players exerts a large effect on the viewer’s engagement with the community and his or her intention to view its content for longer. These two variables are key in explaining the viewer’s intention to perform positive behaviors toward the sponsoring brand, such as
recommendation, purchase intentions and co-creation.
Originality/value – This study improves the understanding about the effects of the viewer’s emotional bond with esports players and the bond’s impact on the development of positive behaviors toward the sponsoring brand.
The aim of this study is to understand how the dimensions of esports streaming viewers’ customer experience influence their intentions to buy brands produced by sponsors, both directly and through the mediating effect of their identification with players and teams.
Data were collected through an online survey of 396 regular esports viewers in Spain, using convenience sampling. The proposed conceptual model was evaluated using partial least squares structural equation modeling (PLS-SEM).
The results showed that the four dimensions of the viewer´s customer experience (cognitive, affective, sensory and social) predicted his/her social identification with players/teams. In turn, social identification positively influenced purchase intentions for the sponsoring brand. The cognitive, affective and social dimensions of the experience indirectly influenced purchase intentions for the sponsoring brand, through social identification.
This study improves the understanding of esports viewers´ experiences and their impact on purchase intentions toward the sponsoring brand, and the key role of the viewer's social identification with players/teams.
The research selected responses from Generation Z users on a Chinese question-and-answer website Zhihu, regarding the question ‘My younger brother wants to quit high school to pursue a career as an esports player, should I support him?’ as the primary research data. Utilizing the Social Cognitive Career Theory, the study delved into Generation Z's perspectives on abandoning academic pursuits to become professional esports players, from the aspects of self-efficacy, outcome expectations, and personal goals as a reflection of Generation Z's career outlook. Generation Z generally finds esports players extremely attractive, but fierce competition, uncertainty about career prospects, and pressure from societal perceptions and family expectations form a challenging career choice. Most Generation Z believe minors should remain rational, but a few Generation Z still think it's okay to give it a try. The study found that Generation Z's view of careers is a combination of romanticism and pragmatism; they cannot completely escape from considerations of career stability and social expectations, but they also value the pursuit of personal interests and the fulfilment of their passions. This duality reflects the inherent contradictions and struggles of Generation Z when confronted with traditional career concepts and modern values. This contradiction is particularly prominent in an emerging and uncertain field such as esports. This study provides profound insights into the underlying motivations of Generation Z's career choices and offers valuable implications for the evolution of societal norms and reforms in employment systems in the future.
This evaluation examined 28 major papers to see if textbooks and augmented reality may be used as instructional technologies. This study, "Implementing Augmented Reality (AR) Textbooks in Elementary Schools: A Systematic Analysis," examined current status of AR integration, perceived benefits, and impact on the learning environment. The "What is the current status of augmented reality (AR) integration in elementary schools?" review seeks to answer. Some schools have adopted AR textbooks, while others are just starting. Theme AR Integration Studies Today Some schools have adopted AR textbooks, while others are just starting. AR textbooks adapt to varied learning methods and match each student's needs to promote dynamic and engaging learning. Second, perceived benefits emphasise how they boost student motivation, understanding of complex concepts, and passion for learning. The study reveals how augmented reality (AR) textbooks can simplify and deepen learning on hard topics. Impact on the Learning Environment examines how AR textbooks improve classroom engagement, interactivity, and dynamicness. Augmented reality creates immersive and dynamic learning environments, making textbooks more valuable. Synthesising findings illuminates the contributions of various components of augmented reality (AR) textbooks and future research and implementation approaches. This The synthesis of findings shows how augmented reality (AR) textbooks can improve educational technology through the current status of AR integration, perceived benefits, and impact on the learning environment. This study teaches educators, researchers, and policymakers about the potential of textbook material and augmented reality to improve education by answering research questions.
Esports have grown substantially in the last decade and may be an effective way of engaging and exposing the youth, who is not actively participating in traditional sports, to the benefits of sports related performance environments. However, due to negative stereotypes about gamers and concerns about esports, parents might be hesitant to support their children's esports participation and may instead actively discourage it. The purpose of this perspective article was to discuss the determinants of parental support based on the theory of planned behaviour. Parents attitudes seem to be mostly negative and their perceived behavioral control is likely low due to a lack of knowledge about esports. The subjective norms are mixed and seem to be growing progressively more positive. Based on the theory of planned behaviour, parents seem unlikely to support their children's esport participation, however, more research is needed. Recommendations on how to increase the likelihood of parental support are discussed.
Dear Editor,
The article by Valdez et al.¹ explores the integration of esports as a collaborative platform for students to strategize, communicate, and solve challenges, even in remote learning settings. While this integration offers benefits, it also raises concerns about potential addiction due to extended playing time. We are particularly interested in examining the financial and mental health implications of this issue, as most esports operate under the freemium business model. Freemium provides basic services for free, but additional costs are incurred for subscribing to premium features.² The competitive nature of esports games becomes a factor that supports players in purchasing premium services.³ This raises issues regarding the financial and mental health of players.
In Indonesia, esports experienced significant growth in 2021 with 52 million players and earnings of 1.74 million USD.⁴ The COVID-19 pandemic has further accelerated this growth.²,⁵,⁶ Esports players in Indonesia not only engage in gameplay but also share recordings through streaming.⁴ Streaming players are more inclined to buy premium services due to their competitive nature, as they are motivated by witnessing others' notable achievements.³ Premium service purchases during live sessions are often spontaneous, impacting both streaming and non-streaming players. This impulsive buying behavior refers to consumers' unplanned decisions to purchase products or services.⁷ Impulsive buying among esports players, who are predominantly adolescents, has raised concerns in Indonesia due to potential issues such as misappropriation of funds and involvement in criminal activities.⁸ Excessive impulsive buying behavior can lead to future mental health issues for these individuals.
Perhaps more than any other country, conventional sport holds strong cultural significance in Australia, particularly in relation to Australian national identity. The eventual succession of Australian sporting teams over British teams in the nineteenth century created one of the first key distinctions between colonial “Britions” raised in Australia and those in Great Britain, creating an early national identity centred around sporting prowess (White, 1981; Horton, 2000). It is unsurprising that this intrinsic identification through sport has permeated into Australian esports fandom and spectatorship. Drawing on two ethnographic studies, one conducted across two major 2017 Sydney esports events and the other conducted in 2018 at a Melbourne esports bar, this chapter will explore how Australian esports fans perform “Australianness” to authenticate their esports spectatorship and construct themselves as authentic esports spectators.
Esports gambling has steadily grown in popularity alongside esports itself. While research has been increasing in the field of esports-related gambling, no study has yet reviewed the relevant literature on esports gambling. The present study aimed to comprehensively review all empirical research conducted in the wider field of esports gambling. A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was undertaken using PsycINFO, PubMed, Scopus, and Web of Science databases. Only empirical studies were included and were also assessed for potential biases using the ROBUST guidelines. A total of 30 studies from eight countries were included in the review. Esports gamblers were found more likely to be young males, likely to score high on problematic gambling scales, and likely to belong to households speaking a non-English language at home in English speaking countries. Esports gamblers are a unique type of gambling population, with rare characteristics and behaviors compared to other types of gamblers. Given the limited number of studies, there is a need for further research in this field to understand these populations, as well as the need for longitudinal research.
War has settled in the city as a neighbor, necessitating a unique approach to addressing the challenges that arise in such circumstances. This scientific article delves into the central psychological challenge that individuals in Ukraine face in light of the significant events of February 2022, as they adapt to the changed city life. It presents a heuristic model of human skills block formation in the process of life and activity is introduced; the role of psychologism and the dynamics of changing realities on personal reconsideration of individual’s approaches and methods of life and activity safety is described. Three levels of adaptivity to situations that potentially might unfold in the city under military conditions these days are categorized by the concepts of individual’s adaptability and maladaptability. The primary objective of this research is to demonstrate how feelings of helplessness can serve as a powerful motivator, compelling individuals to acquire essential skills necessary for adaptation in specific conditions. Consequently, there is a growing urgency for individuals to gain proficiency in firearm usage, as the psychological challenges of our times force people to either seek refuge or embark on a journey of acquiring practical skills that enable them to live and effectively address challenges even in novel and transformed circumstances.
Team cohesion, teamwork and team building are important constructs regarding teams and their performance in various organizations and environments. In this review, we sum- marize the current state of research on the influence of digital games on team cohesion and related constructs. We found a total of 7 studies that fit the criteria, resulting in 18 outcomes. Among the 18 outcomes that improved throughout the intervention, 15 reported significant improvement from the intervention and 3 reported no significant differences. Specifically, team communication, task delegation, atmosphere, trust, team flow, team performance and goal commitment were the most improved sub-constructs by team building video gaming interventions. The majority (n = 9) of those with significant improvements post-test were from randomly controlled trials (RCTs) with single or two control groups. Overall, we found that team video gaming may be effective in supporting team cohesion or team building; however, to enhance the understanding of the relationship between digital games and team cooperation, it is recommended to extend or vary gameplay intervention times, prioritize diverse outcome measures, address re- porting biases, conduct follow-up assessments, include diverse populations and report demographics, and recognize the specific effects of different game features on outcomes.
Self-regulated learning (SRL) is a form of learning guided by the student's own meta-cognition, motivation, and strategic action, often in the absence of an educator. The use of SRL processes and skills has been demonstrated across numerous academic and non-academic contexts including athletics. However, manifestation of these processes within esports has not been studied. Similar to traditional athletes, esports players' performance is likely correlated with their ability to engage SRL skills as they train. Thus, the study of SRL in the context of esports would be valuable in supporting players' learning and mastery of play through specialized training and computational support. Further, an understanding of how SRL manifests in esports would highlight new opportunities to use esports in education. Existing work on SRL in games, however, predominantly focuses on educational games. In this work, we aim to take a first step in the study of SRL in esports by replicating Kitsantas and Zimmerman's (2002) volleyball study in the context of League of Legends. We compared the self-regulatory processes of expert, non-expert, and novice League of Legends players, and found that there were significant differences for processes in the forethought phase. We discuss three implications of these findings: what they mean for the development of future computational tools for esports players, implications that esports may be able to teach SRL skills that transfer to academics, and what educational technology can learn from esports to create more effective tools.
The role of individual differences during dynamic scene viewing was explored. Participants (N=38) watched a gameplay video of a first-person shooter (FPS) videogame while their eye movements were recorded. In addition, the participants’ skills in three visual attention tasks (attentional blink, visual search, and multiple object tracking) were assessed. The results showed that individual differences in visual attention tasks were associated with eye movement patterns observed during viewing of the gameplay video. The differences were noted in four eye movement measures: number of fixations, fixation durations, saccade amplitudes and fixation distances from the center of the screen. The individual differences showed during specific events of the video as well as during the video as a whole. The results highlight that an unedited, fast-paced and cluttered dynamic scene can bring about individual differences in dynamic scene viewing.
Esports is on the rise as a leisure activity and also as a pedagogical activity. In this paper, we explore how Danish teachers within special needs education experience the pedagogical possibilities and challenges related to the educational use of esports activities. More specifically, we interviewed teachers from four different public institutions and a teacher from a commercial esports provider that offers specially organized education aimed at young people (16-25 years old) diagnosed with autism spectrum disorder. The results indicate that teachers generally have positive experiences with esports activities using Counter-Strike: Global Offensive (CS:GO) in relation to increasing students’ well-being and social relations. However, there are also clear differences in the teachers’ game literacy, as well as how they facilitate game activities through their own teaching or by visits to an external esports provider. The findings suggest that esports activities can be used as a valuable teaching resource, but that this requires expertise, ownership, and awareness among teachers of the educational possibilities and challenges.
In recent years, using game concepts for educational purposes in digital environments has become continually more popular and relevant. Games can be used to motivate and engage users in regular system use and, in the end, support learners in achieving better learning outcomes. In this context, different kinds of game concepts exist, such as gamification or serious games, each with a different perspective and usefulness in digital learning environments. Because developing and using with game concepts in digital learning environments has recently become more important, and developing them is still not fully established, questions arise about future research directions involving games in digital learning. Therefore, this study aims to identify the state of the field and determine what is relevant when using game concepts in digital learning. To achieve this goal, we present the results of a bibliometric analysis considering more than 10,000 articles between 2000 and 2019 and summarize them to develop a research agenda. This agenda supports researchers and practitioners in identifying avenues for future research. We contribute to theory by providing a detailed understanding of the relevance of game concepts in digital learning. We propose a research agenda to assist researchers in planning future approaches with and about gamification concepts in digital learning. Practical implications are proposed by demonstrating what should be considered when using game concepts in learning environments.
Esports is a rapidly growing industry worldwide, and it is making significant inroads in Hong Kong as well. However, owing to debates regarding the distinction between Esports and video gaming and the potential negative effects of engaging in Esports, its development in Hong Kong is still in its infancy. Therefore, this qualitative study investigated the perceptions and attitudes of teenagers and young adults toward Esports development and engagement, using the theory of planned behavior. Twenty-five teenagers and young adults (male = 24, female =1) participated in this study, with their ages ranging from 15 to 29 years. Our results revealed the views of Hong Kong teenagers and young adults on the beneficial and deleterious outcomes (goal setting and achievement, physical health, socialization and teamwork, psychological benefits, academics and time distribution, physical strain, negative social image, and perception toward sport participation), subjective norms (parents, peers, teachers, and modeling effect), and barriers and facilitators (balance between academics and Esports, capability, career prospects and future reality, psychological benefits, and peer encouragement and support) of participating in Esports. Additionally, the results of this qualitative study may contribute toward a deeper understanding of Hong Kong Esports players to develop a theory of planned behavior construct for capturing the beliefs and perceptions of Hong Kong teenagers toward Esports.
Team production is ubiquitous in the economy, but managing teams effectively remains a challenge for many organizations. This paper studies how familiarity among teammates influences the performance of specialist teams, relative to nonspecialist teams. Applying theories of team production to contexts where team members coordinate interdependent activities extemporaneously, we develop predictions about factors that shift the marginal returns to specialization along two dimensions of familiarity: social familiarity and functional familiarity. We test our hypotheses in the context of Defence of the Ancients 2 (DOTA2), a major e-sports game where, in some formats, players are exogenously assigned to five-person teams. After analyzing nearly 6.5 million matches, we find that specialist teams are relatively more successful when members are more socially and functionally familiar with one another. The results suggest that the plug-and-play perspective on specialist teams is incomplete; rather, specialization and familiarity are complements in dynamic environments where team members coordinate extemporaneously.
Funded: Financial support from the UCL School of Management and Worcester Polytechnic Institute is gratefully acknowledged.
Digital technology has deeply impacted the ways in which youth play and consume sport as part of their leisure activities. Central to this topic is the rise of new virtually played sports: eSports. eSports has taken the global youth sportscape by storm – so much so that the International Olympic Committee (IOC) are looking to capitalise on its popularity as part of the organisation’s work to make the Olympic Games more attractive to youth. The aim of the current study is to explore the development and expansion of eSports in Norway from 2016 to 2019. This is done through a qualitative content analysis of 102 media texts. The findings reveal a tendency towards eSports gradually being integrated in the Norwegian sports model by local sports clubs. Our material also reveals a shifting trend towards acceptance of eSports as ‘real’ sports. This is particularly evident through the introduction of eSports in the school system and eSerien – a national professional FIFA league organised by the Norwegian Football Federation (NFF). Furthermore, the texts included in the sample also illustrates how some groups of people express resistance towards the growth of eSports in Norway.
Incidentally, several studies have mentioned that digital games or video games have a positive impact on psychological skills (Green, et al., 2003; Pessoa, 2009; Anguera, et al., 2013). Thus, this study aimed to examine the psychological skills focusing on selective attention by comparing the power change in the beta wave band of the EEG during game play and the results of the trail making test (TMT) conducted before and after. Participants were ten male college students who usually play game for at least one hour per day, five days per week (age: M = 21.90 ± 1.96). This study adopted “Osu!” that is a free online rhythm game as an experimental task, because several articles mentioned that professional gamers usually use “Osu!” as a warming up or practice before gaming (Webb, 2019; Carpenter, 2019). Thus, “Osu!” is assumed to have the effect of enhancing the players’ psychological skills. In addition, the TMT part B is adopted to measure attention to speed, motor speed, visual screening, mental flexibility, perseverance, interference affinity and reaction inhibition. As a result of comparing change in biological attention extracted from the EEG during game play or baseline measurement, there is a significant difference in selective attentional state between baseline and while game play. In comparison of TMT indicated that processing speed in after rhythm game was tended to be faster than before play. Thus, this study might be indicated that rhythm game would be the one of the psychological or cognitive training tool for eSports.
ABSTRACT: Individuals who play e-sports games exhibit various moral behaviors in the competitive gaming environment and one of the most important factors affecting these behaviors stands out as motivation. The aim of this study is to determine the effects of esports players' motivation to play digital sports games on moral decision-making attitudes. 389 volunteer individuals who playing competitive esports games as amateur; men and women, participated in the study. Digital Sports Games Motivation Scale (Kilci, 2020) and Attitudes to Moral Decision-making in Youth Sport Questionnaire (Gürpınar, 2014) were used as data collection tools. For the analysis of the data, the model was created using SPSS 25.0 and SmartPLS 3.2 programs. As a result of the research; while determining a positive relationship between "entertainment" and "acceptance of cheating", "fantasy" and "keeping winning in proportion", "competition" and "acceptance of gamesmanship" sub-dimensions; determined a negative relationship between "entertainment" and "acceptance of cheating" sub-dimensions.
Keywords: esports, digital game, motivation, moral decision-making.
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ÖZET: Espor oyunları oynayan bireyler, rekabetçi oyun ortamında çeşitli ahlâki davranışlar sergilemekte ve bu davranışları etkileyen en önemli faktörlerden birisi motivasyon olarak göze çarpmaktadır. Bu çalışmanın amacı, espor oyuncularının dijital espor oyunları oynama motivasyonlarının ahlâki karar alma tutumları üzerindeki etkilerini belirlemektir. Araştırmaya erkek ve kadın olmak üzere, amatör olarak rekabetçi espor oyunları oynayan 389 gönüllü birey katılmıştır. Veri toplama aracı olarak Dijital Spor Oyunları Motivasyon Ölçeği (Kilci, 2020) ve Altyapı Sporlarında Ahlâki Karar Alma Tutumları Ölçeği (Gürpınar, 2014) kullanılmıştır. Verilerin analizi için SPSS 25.0 ve SmartPLS 3.2 programları kullanılarak model oluşturulmuştur. Araştırma sonucunda; "eğlence" ile "adilce kazanmayı koruma", "fantezi" ile "adilce kazanmayı koruma", "rekabet" ile "yarışma severliği benimseme" ve "takıma bağlılık" ile "hileyi benimseme" alt boyutları arasında pozitif anlamlı ilişkiler tespit edilirken; "eğlence" ile "hileyi benimseme" alt boyutu arasında ise negatif anlamlı ilişki tespit edilmiştir.
Anahtar Kelimeler: espor, dijital oyun, motivasyon, ahlâki karar alma.
Esports as the competitive play of digital games has gained considerable popularity. However, a comprehensive framework for esport training is still missing. In this paper, a performance model integrating insights from game research and sport science is developed. Based on this model, an online questionnaire was designed and applied to investigate training in different esports regarding relevant competencies and training areas. Overall, 1,835 esports players voluntarily participated in the study. Age ranged from 13 to 47 years (M = 20,9; SD = 4,5), and males clearly dominated (95%). Furthermore, the mean weakly playing time was 20.03 hours (SD = 15.8). Training occupied 38.85% (7.75 h) of the playing time on average. On the one hand, the results reveal game-specific competence and training structures in the five esports selected for the study (Starcraft II, League of Legends, Rocket League, FIFA, and Counter Strike). On the other hand, the factor structure of competencies closely resembles the esports performance model. As a conclusion, esports training methods should always consider the specific competence profile of the respective esports game.
Recently, the game market is growing rapidly with the growth of e-sports. In particular, the market for League of Legends games continues to grow. Massively Online Battle Arena (MOBA) games have grown to become a massive industry, projected to reach over 140 billion USD worth of market value. Many users learn the League of Legends game, but their skills do not improve. Current analysis of the player’s manual playback through visual media such as video is the most common method. Therefore, this paper extracts data from gameplay videos and analyzes intuitive gameplay “styles” in the popular MMO game League of Legends to provide coaching-specific information. we were able to classify whether the player is cooperative and aggressive, but if additional information which we did not extract nor process like map vision were taken into account, Big Data and Machine Learning could come into play.
During the last two decades, esports, a highly competitive sporting activity, has gained increasing popularity. Both performance and competition in esports require players to have fine motor skills and physical and cognitive abilities in controlling and manipulating digital activities in a virtual environment. While strategies for building and improving skills and abilities are crucial for successful gaming performance, few effective training approaches exist in the fast-growing area of competitive esports. In this paper, we describe a non-invasive brain stimulation (NIBS) approach and highlight the relevance and potential areas for research while being cognizant of various technical, safety, and ethical issues related to NIBS when applied to esports.
During the past decade, vision problems that were attributed to the use of electronic screens have gradually shifted from being a workplace health issue to a wider public health issue. “Computer vision syndrome” originally related to the few professionals exposed to long hours of work in front of a computer screen. The widespread use of digital screens in devices used throughout the day have led to the emergence of “digital eye strain” as a new clinical syndrome that affects every individual who spends a large period of time fixated on multiple screens, for work or leisure. A new subcategory, “video game vision” has been proposed to specifically address vision issues related to large periods of continuous use of screen enabled devices in order to play video games. With gaming disorder being included in the next version of the WHO classification of diseases (ICD-11), it is becoming increasingly important to have a clear idea of the impact of this disorder in general health and functioning. At the same time, a number of research studies have reported positive impact of videogame playing on the players vision. This article reviews the latest research studies on the impact of digital screen enabled devices on adolescent vision in light of the increasing reports of internet addiction and gaming disorder while referencing positive findings of videogaming on vision in order to provide a balanced approach and assist with classification, diagnosis and treatment, while providing directions for future research.
The present study investigates second language socialization (SLS) in a massively multi-player online game (MMOG) called Stronghold Kingdoms. SLS explores how second language learners become members of the target language social groups. Using 3 data sources including records, interview, and focus group, this narrative inquiry provides evidence for SLS affordances in MMOG play. Furthermore, focusing on the SLS journey of one non-native English speaker, this study reveals that the participant developed a working English proficiency through collaborative group activities by participating in and assuming social roles in the game. Moreover, as the game was about the collaborative efforts around a communal goal, the results suggested that the gamers prioritized action over linguistic skills, allowing the participant to take risks and contribute to the discourse while apprenticing to the linguistic norms of the community. These findings suggest that MMOGs have the potential to support SLS and, hence, be considered for language education.
Learning games have great potential to become an integral part of new classrooms of the future. One of the key reported benefits is the capacity to keep students deeply engaged during their learning process. Therefore, it is necessary to develop models that can measure quantitatively how learners are engaging with learning games to inform game designers and educators, and to find ways to maximize learner engagement. In this work, we present our proposal to multidimensionally measure engagement in a learning game over four dimensions: general activity, social, exploration and quests. We apply metrics from these dimensions to data from The Radix Endeavor, an inquiry-based online game for STEM learning that has been tested in K12 classrooms as part of a pilot study across numerous schools. Based on these dimensions, we apply clustering and report four different engagement profiles that we define as: “integrally engaged”, “lone achiever”, “social explorer” and “non-engaged.” We also use three variables (account type, class grade, and gender) to perform a cross-sectional analysis finding interesting, statistically significant differences in engagement. For example, in-school students and accounts registered to males engaged socially much more than out-of-school learners or accounts registered to females, and that older students have better performance metrics than younger ones.
Over the past 30 years, a large body of research has accrued demonstrating that video games are capable of placing substantial demands on the human cognitive, emotional, physical, and social processing systems. Within the cognitive realm, playing games belonging to one particular genre, known as the action video game genre, has been consistently linked with demands on a host of cognitive abilities including perception, top-down attention, multitasking, and spatial cognition. More recently, a number of new game genres have emerged that, while different in many ways from “traditional” action games, nonetheless seem likely to load upon similar cognitive processes. One such example is the multiplayer online battle arena genre (MOBA), which involves a mix of action and real-time strategy characteristics. Here, a sample of over 500 players of the MOBA game League of Legends completed a large battery of cognitive tasks. Positive associations were observed between League of Legends performance (quantified by participants’ in-game match-making rating) and a number of cognitive abilities consistent with those observed in the existing action video game literature, including speed of processing and attentional abilities. Together, our results document a rich pattern of cognitive abilities associated with high levels of League of Legends performance and suggest similarities between MOBAs and action video games in terms of their cognitive demands.
This study set out for the first time to identify whether gamers of low, intermediate, and elite skill level in a prominent esports game, Counter-Strike: Global Offensive, demonstrated increasingly superior performance on a test of a specific cognitive skill (cognitive inhibition). Here we tested low, intermediate, and high ranked gamers and compared their performance on a color-word Stroop Task and also compared the performance of players in each gaming rank group to non-gamers. Contrary to our hypothesis, the Stroop Task did not differentiate significantly gamers of varying expertise. Although, we found that when considering both accuracy and response times, elite gamers performed significantly better than both intermediate and low ranked gamers on the simple choice reaction time condition and both elite and novice gamers performed significantly better than intermediate ranked gamers on the incongruent condition (a measure of cognitive inhibitory ability).
Video gaming, the experience of playing electronic games, has shown several benefits for human health. Recently, numerous video gaming studies showed beneficial effects on cognition and the brain. A systematic review of video gaming has been published. However, the previous systematic review has several differences to this systematic review. This systematic review evaluates the beneficial effects of video gaming on neuroplasticity specifically on intervention studies. Literature research was conducted from randomized controlled trials in PubMed and Google Scholar published after 2000. A systematic review was written instead of a meta-analytic review because of variations among participants, video games, and outcomes. Nine scientific articles were eligible for the review. Overall, the eligible articles showed fair quality according to Delphi Criteria. Video gaming affects the brain structure and function depending on how the game is played. The game genres examined were 3D adventure, first-person shooting (FPS), puzzle, rhythm dance, and strategy. The total training durations were 16–90 h. Results of this systematic review demonstrated that video gaming can be beneficial to the brain. However, the beneficial effects vary among video game types.
In the 2017-2018 school year, 38 student teams from 25 high schools across Orange County, California, competed in weekly tournament play of the multiplayer arena battle video game League of Legends, culminating in a championship playoff in one of the first region-wide high school esports leagues in the US. Our team performed a formative evaluation of this League's first year, with special attention to logistical concerns as well as any potential alignments between esports and learning. Our team engaged student League players (n=39) and teachers (n=11) who managed their school's teams in focus groups and observation at six schools; we conducted focus groups with experienced player-coaches (n=5) who supported teams, and one-on-one interviews with parents (n=10). The paper identifies organic learning opportunities during league play such as critical analysis, communication, research skills, and social emotional learning; techniques to clearing administrative hurdles; and structural socioeconomic equity issues that the leadership team may not have anticipated. The paper incorporates recommendations for these areas and critically situates them for future deployment with attention to maximizing learning potential with equity and access for all.
The study of the peculiarities of thinking of young people professionally engaged in computer gaming activity is a new and little-studied topic in cognitive psychology. The article presents the results of empirical research of peculiarities of thinking of students-e-sport players and students engaged in computer gaming activities or amateur players. The sample consisted of students-eSports players and students who are not engaged in eSports aged 17 to 20 years. Such techniques were applied: «Intelligence structure test» by Amthauer, R. (IST), «Test of critical thinking» by Starkey, L., the technique «Thinking style» by Belousova, A. K., «Brief indicative test (BIT)» by Бузин, В.Н., Вандерлик, Э.Ф. The article presents data proving the fact that students who spend more than four hours a day playing computer games have a relatively lower level of logical and critical thinking than students who do not play computer games. The results demonstrate statistical connections between the indicators of gaming activity and the peculiarities of thinking. The factors influencing the low level of formation of logical and critical thinking among students-eSports players are discussed.
Cooperation is a fundamental social mechanism, whose effects on human performance have been investigated in several environments. Online games are modern-days natural settings in which cooperation strongly affects human behavior. Every day, millions of players connect and play together in team-based games: the patterns of cooperation can either foster or hinder individual skill learning and performance. This work has three goals: (i) identifying teammates' influence on players' performance in the short and long term, (ii) designing a computational framework to recommend teammates to improve players' performance, and (iii) setting to demonstrate that such improvements can be predicted via deep learning. We leverage a large dataset from Dota 2, a popular Multiplayer Online Battle Arena game. We generate a directed co-play network, whose links' weights depict the effect of teammates on players' performance. Specifically, we propose a measure of network influence that captures skill transfer from player to player over time. We then use such framing to design a recommendation system to suggest new teammates based on a modified deep neural autoencoder and we demonstrate its state-of-the-art recommendation performance. We finally provide insights into skill transfer effects: our experimental results demonstrate that such dynamics can be predicted using deep neural networks.
This paper presents data from the first six‐months of an ongoing speculative design project in which youth and researchers co‐created a videogame club, and later an eSports team, in an urban youth centre in Montréal, Québec. It describes how process philosophy informed researchers’ approach to speculative design, allowing youth and researchers to co‐compose a sense of value for the club and the potentials for what they could do together through the club. This speculative process is contrasted with structuralist approaches to design‐based research in education, which can overly or pre‐determine value and mechanisms of social change, with or without the collaboration of youth and communities.
eSports is a rising modality of sports entertainment in the United States and has growing implications for education. Providing competitive eSports teams in schools satisfies the growing desire to train and educate students on the skills emphasized in STEM and Career Technical Education (CTE) education, as well as in programs such as English and Language Arts. eSports develop the soft skills universities and employers like to see in a student graduating from high school. As the market continues to grow for eSports, opportunities for post-secondary education as well as for prospective employment will increase. The popularity of eSports will continue to grow, and this popularity will be reflected in the schools.
In recent years, electronic sports (eSports) have showed explosive growth,
both in market value and number of participants. This paper discusses three
issues associated with eSports: the structure and the economic dimensions of
the eSports industry; the relationship between eSports and traditional sports;
and the current and future research devoted to eSports. We find that the roles
of stakeholders in the eSports industry are not as clearly defined and stable as
in traditional sports. To assure stable growth of eSports, governance institutions
and financial structures will be required to continuously adapt to changing
conditions in the industry. The paper supports previous evidence in the literature
emphasizing the complementarity between eSports and traditional sports.
Finally, the increasing availability of eSports data and institutional peculiarities
of the industry provide vast research opportunities not only in the field of sport
economics but also in economics in general.
The term ‘21st century learner’ emerged at the turn of the millennium and evoked a certain type of digitally-agile and self-driven learner. These ideas about 21st century learners have been widely and uncritically adopted in New Zealand policies and practices in recent years. This paper examines the origins and substance of this term against the backdrop of globalisation and Knowledge Economy discourses and emerging ideas of ‘digital natives’. It considers the implications of these ideas on conceptualisations of the child, the development of deep learning, the impact on relationships between adults/teachers and students and on social equity. It concludes by suggesting that the term 21st century learner needs on-going critique if we want critical, informed citizens in our democracy.
There has been a major shift in educational learning goals—as seen most recently by Goal 4.7 of the Sustainable Development Goals—focused on global citizenship education and education for sustainable development. The shift concerns recognition of the need for education systems to equip learners with competencies such as problem solving, collaboration, critical thinking, and communication. The focus on these "21st century goals" is visible in education and curricular reform, and has been promoted by global discussion of changing work and societal needs. This paper describes global, regional, and national examples of this shift, and then focuses on implementation challenges. The paper focuses most explicitly on the issue of assessment but asserts that any major reform in an educational philosophy shift must ensure alignment across the areas of curriculum, pedagogy, and assessment.
The paper identifies several challenges to implementation of this educational shift. These include the need for clear understanding of the necessary skills—beyond mere identification of definition and description. This is essential if education systems are to reform curricula to integrate the new learning goals that the skills imply. A second challenge is the need for clear descriptions of what different levels of competencies in skills might look like. Although a few education systems have developed early frameworks which include increasing levels of competency, there are no generic examples that describe how some of these skills "progress." Such descriptions would enable teachers to know what to reasonably expect of a child in the early years of elementary school versus of a child in later years in terms of collaborative behavior or critical thinking. A third challenge lies in the obstacles that these first two hurdles pose to the development of assessments of 21st century skills (21CS). Without an absolutely clear understanding of a learning domain, or "construct," designing assessment frameworks and tasks are impossible. Without an understanding of what increasing levels of competency in a skill look like, it is not possible to draft the assessment tasks that will target different levels.
Educational assessment is both ubiquitous and unpopular. Despite increasing visibility of concepts such as "assessment for learning" or "formative assessment," which describes the constructive use of assessment to inform teaching, the primary use of assessment by national education systems remains summative–for use in certification, identification of eligibility for education progress, and system accountability. The assessment of 21CS, still in its infancy, does not lend itself easily to the modes of assessment that typically populate summative assessment approaches.
The paper identifies possible assessment approaches, using examples to highlight effective strategies for assessment of the skills, while acknowledging the technical difficulties associated with "capture" of behaviors in scoring and reporting them. In order to appreciate the implications of the nature of the skills for assessment, Gulikers, Bastiaens, and Kirschner’s (2004) authenticity framework is used to evaluate the adequacy of specific assessment tools designed to measure these skills. This leads into a discussion of use of learning progressions both to model the development of complex skills, and as a scoring and reporting mechanism. Both expert-driven and empirical approaches to development of learning progressions are described, making clear that these progressions are central to moving the 21CS agenda forward.
A central issue in educational assessment concerns whether the same learning domain is being measured across the different populations where it may be administered. According to the vision of the Sustainable Development Goals, this means that all assessments should be appropriately targeted for different ability levels, and also for individuals from different cultures and sub-groups. Following a discussion of the cross-cultural issues relevant to assessment of 21CS, the paper looks at three countries—Australia, Kenya, and the Philippines—to identify how they are approaching the assessment and teaching of 21CS in their basic education sectors. The countries’ varied emphases on curriculum, pedagogy, and assessment are of particular interest as a majority of countries around the world explore how to approach these challenges. These examples lead to the conclusion that learning progression models are key to ensuring alignment through the education delivery system. This requires a great deal of research both in academia and in the basic education sector before comprehensive programs are put in place, but it is a start.
For many decades, researchers have explored the true potential of human achievement. The expertise field has come a long way since the early works of de Groot (1965) and Chase and Simon (1973). Since then, this inquiry has expanded into the areas of music, science, technology, sport, academia, and art. Despite the vast amount of research to date, the capability of study methodologies to truly capture the nature of expertise remains questionable. Some considerations include (i) the individual bias in the retrospective recall of developmental activities, (ii) the ability to develop ecologically valid tasks, and (iii) difficulties capturing the influence of confounding factors on expertise. This article proposes that expertise research in electronic sports (esports) presents an opportunity to overcome some of these considerations. Esports involves individuals or teams of players that compete in video game competitions via human-computer interaction. Advantages of applying the expert performance approach in esports include (i) developmental activities are objectively tracked and automatically logged online, (ii) the constraints of representative tasks correspond with the real-world environment of esports performance, and (iii) expertise has emerged without the influence of guided systematic training environments. Therefore, this article argues that esports research provides an ideal opportunity to further advance research on the development and assessment of human expertise.
This article explores the use of massively multiplayer online games (MMOGs) as a type of serious games that have English as a Foreign Language (EFL) learning potentials. It highlights evidence from a case study which investigated the effects of role-playing in MMOGs on communication behaviours among EFL game players. Additionally, findings from the study elucidate the learning principles of good games that incorporate the dynamics of gaming which induce the language learner to be active generators of information, knowledge and language. Essentially the preliminary findings reported affirm the viability of online games as a potential tool for teaching and learning in the 4.0 era, which endeavours to engage the digital natives of the 21st century. The study thus claims that MMOGs in particular the massively multiplayer online role-playing games or MMORPGs can facilitate in providing contextualized and authentic language interaction opportunities in English between online multilingual speakers.
Family types in Asian countries are rapidly changing as the society is changing. Thus, in this study, we analyzed and compared how the newly evolving family types (multicultural/dual-income) affect adolescents’ online game addiction, delinquency, and online gaming (eSports) participation motivation. Multiple regression analysis was performed to examine the causal relationships between the variables, and multivariate analysis of variance and analysis of variance were performed for comparative analyses. The results indicate that adolescents from dual-income families scored significantly higher on all factors related to juvenile delinquency and addiction factors (“salience”, “tolerance” and “withdrawal”). Additionally, adolescents from multicultural families revealed significantly higher scores on an addiction factor, “mood modification”. Lastly, adolescents in dual-income families were motivated to play online games to pass the time, and adolescents in multicultural families play online games to engage in social interaction. Results of this study may provide the answers required to help address societal issues related to adolescents in a changing society.
As one of the most desired skills for contemporary education and career, problem-solving is fundamental and critical in game-based learning research. However, students' implicit and self-controlled learning processes in games make it difficult to understand their problem-solving behaviors. Observational and qualitative methods, such as interviews and exams, fail to capture students' in-process difficulties. By integrating data mining techniques, this study explored students' problem-solving processes in a puzzle-based game. First, we applied the Continuous Hidden Markov Model to identify students' problem-solving phases and the transition probabilities between these phases. Second, we employed sequence mining techniques to investigate problem-solving patterns and strategies facilitating students' problem-solving processes. The results suggested that most students were stuck in a certain phase, with only a few able to transfer to systematic phases by applying efficient strategies. At the beginning of the puzzle, the most popular strategy was testing one dimension of the solution at each attempt. In contrast, the other two strategies (remove or add untested dimensions one by one) played pivotal roles in promoting transitions to higher problem-solving phases. The findings of this study shed light on when, how, and why students advanced their effective problem-solving processes. Using the Continuous Hidden Markov Model and sequence mining techniques, we provide considerable promise for uncovering students' problem-solving processes, which helps trigger future scaffolds and interventions to support students’ personalized learning in game-based learning environments.
The benefits and challenges of using game-based learning (GBL) methods in project management higher education have not been widely investigated. This study employs qualitative methods and builds on in-depth interview data from 22 experienced university teachers with a project management teaching background. It shows that teachers perceive beneficial consequences for students from gaming, such as increased interest and knowledge acquisition with a memorable learning experience. Teachers' inspirations and motivations are boosted by a novel method to motivate and engage students. The perceived challenges of GBL for students manifest as increased cognitive load and stress. This paper contributes to a deeper understanding of the impact of GBL methods while identifying challenges and disadvantages, which are not as widely discussed as benefits. This research identifies experiences from project management teachers' perspectives, covering both learners' and instructors’ viewpoints. The findings may help teachers to decide whether GBL could be used in their courses.
Video gaming and eSports is a quickly developing industry already involving billions of players worldwide. Gaming and eSports tournaments require strong mental abilities to avoid severe stress and other negative consequences upon completing the game. In this article, we report on the impact of emotions on a team performance. For this reason, we collect audio recordings and game logs from the players in real conditions at an eSports tournament. This data is further used in trained machine learning models for analysis of players emotional conditions from the voice during the game. We considered recognition of several types of emotions as well as the background sounds. To do this, we trained 92.7% accuracy classifier of six most common classes of emotions and sounds in eSports audio and applied it to eSports data. As a result, we demonstrate that there is an opportunity to measure the eSports teams performance from the players emotional conditions obtained from the voice communication. We found that there is a strong correlation among the performance of the team, communication between the players, and emotional sentiment of communication. The teams achieve much better results when they had much more internal conversations during the game.
Due to the rising popularity of online strategic video games, it is crucial to examine the acceptance structure of these games. This study attempts to perform an acceptance evaluation of online strategic video games, particularly multiplayer online battle arena (MOBA), using an extended technology acceptance model (TAM) developed in the current literature and establish a predictive value in determining the behavioral intention in playing online strategic video games. To carry out this objective, a case study consisting of 439 undergraduate students as a sample was conducted. After the data filtering process which involves the removal of insincere responses and non-engaging responses and of those who have not played MOBA games, 278 research participants became the final sample. The questionnaire was created and underwent reliability analysis. Cronbach's alpha coefficient was computed to show the relatedness of each factor as well as to determine its validity and internal reliability. Nine factors were considered in this work that tested for significant relationships and predictive capabilities using structural equation modeling with AMOS software. These factors include altruism, social interaction, use context, perceived ease of enjoyment, perceived ease of use, perceived usefulness, attitude, flow, and behavior intention. Results show that the significant determinants of user behavior intention are the flow, attitude, and perceived ease of use while the perceived enjoyment, social interaction significantly influence attitudes in playing online strategic video games, use context, and flow. Furthermore, this work also demonstrates that altruism, social interaction, use context, perceived enjoyment, flow, and attitude are significant factors that can be added to extend TAM. These findings would serve as guidelines in the formulation of principles for game design and development.
The popularity of Electronic Sports (esports) have grown tremendously in the last few years, becoming one of the most popular forms of digital entertainment. Despite continued growth, definitions and classifications of esports remain elusive, and the industry is still considered by many to be in its infancy. Understanding of esports originate from diverse, sometimes conflicting fields, which has created fragmented interpretations of its definition, positioning and core components. This has hindered esports from embracing opportunities afforded by emerging digital technologies and progressing as a distinct field. The purpose of this conceptual paper is threefold, to redefine esports, propose a unified framework to capitalise on esports business potential, and inspire a more structured future esports research agenda. The proposed esports Matrix, presents four distinct realms that distinguish esports; esports as a representation of current physical sports (sports digitalisation), esports as traditional (multi-player) game experience (competitive multiplayer computer games), esports that modify existing sports, player rules and setups through digital augmentations (digitally enhanced sports), and new types of esports involving emerging technologies such as virtual and augmented reality (immersive reality sports). The esports Matrix was developed incorporating industry expertise thus verifying its suitability and relevance to advance conceptual and empirical understanding, and importantly, facilitating a more structured approach, to enable businesses to realise the potential of esports.
Background
Current research supports the use of recreational games in higher education settings for student development. Team-based esports in collegiate settings offer leadership experiences analogous to other organizational contexts. Distributed leadership reflects leader roles shared dynamically with multiple points of salience and dynamic or absent hierarchy.
Aim
This study looked at elements of distributed leadership claimed among collegiate esports teams and whether esports play contributed to distributed leadership development.
Methods
This phenomenological deductive qualitative research study used themes from distributed leadership theory to examine the experiences of focus groups composed of competitive collegiate esports participants on three teams from three different popular esport games, respectively.
Results
Researchers found that ample comparisons across respondent team interviews corresponded with the leadership theory and found that the more static influence of credibility seemed to mediate team-based communications and behaviors.
Conclusion
Implications for distributed leadership both in esports and in other organizations include considerations for intentionality behind how hierarchies are enacted and how credibility may inform an understanding of power distribution within teams.
Today, there is growing interest in digital game-based learning (DGBL) due to the increase in the variety of educational and commercial games available. Literature indicates that video games in general have entertaining, motivational, and educational benefits. Despite this, there is a lack of research comparing game types to assess their value for learning. Typically, DGBL approach may include a variety of game types, like those designed for educational purposes such as digital education games (DEGs), as well as those created for entertainment and commercial reasons, such as massively multiplayer online games (MMOs). Digital games do possess a significantly high capacity to keep users engaged, which is a potential that can be used to motivate learners to interact more deeply with their learning environments, and consequently enhance their performances. This study supports the hypothesis that both DEGs and MMOs can be instrumental in improving engagement and learning versus traditional teaching methods. The article shares the results of the mixed methods study that examined the use of one DEG and four MMOs in undergraduate courses within a community college. The results suggest that learner performance and engagement are enhanced when using DGBL for both types of games, versus the traditional teaching methods. Additionally, practitioner and future research implications are also discussed.
Game-based learning environments are designed to foster high levels of student engagement and motivation during learning of complex topics. Game-based learning environments allow students freedom to navigate a space to interact with game elements that foster learning, i.e., agency. Agency has been studied in learning, and it has been demonstrated that increased student agency results in greater learning outcomes. However, it is unclear what is the level of agency that is required to demonstrate this effect, and whether this effect applies only to learning or to problem solving and affect during game-based learning as well. To investigate how the level of student agency impacts learning, problem solving, and affect, a study was conducted with 138 college students interacting with a game-based learning environment for microbiology, Crystal Island. This study is an extension of a previous study that examined the impact of agency on learning and problem-solving behaviors during game-based learning with Crystal Island. Students were randomly assigned to either a High Agency condition, a Low Agency condition, or a No Agency condition. It was found that students in the Low Agency condition achieved significantly higher normalized learning gain scores than students in the No Agency condition, and marginally higher normalized learning gains than the High Agency condition. Post-surveys of interest and presence indicated that students in the No Agency condition were less interested, and perceived themselves as less present in the virtual environment, than students in the other conditions. Students in the No Agency condition also experienced less frustration, confusion, and joy than the other agency conditions, indicating a less cognitively stimulating experience. Overall the results indicate that a moderate degree of agency provided to students in game-based learning environments leads to better learning outcomes without sacrificing interest and without yielding a negative emotional experience, demonstrating how even low levels of agency can positively impact learning, problem solving, and affect during game-based learning.
Social ties are the invisible glue that keeps together human ecosystems. Despite the massive amount of research studying the role of social ties in communities (groups, teams, etc.) and society at large, little attention has been devoted to study their interplay with other human behavioral dynamics. Of particular interest is the influence that social ties have on human performance in collaborative team-based settings. Our research aims to elucidate the influence of social ties on individual and team performance dynamics. We will focus on a popular multiplayer online battle arena (MOBA) collaborative team-based game,
Defense of the Ancients 2 (Dota 2)
, a rich data set with millions of players and matches. Our research reveals that, when playing with their friends, individuals are systematically more active in the game as opposed to taking part in a team of strangers. However, we find that increased activity does not homogeneously lead to an improvement in players’ performance. Despite being beneficial to low-skill players, playing with friends negatively affects the performance of high-skill players. Our findings shed light on the mixed influence of social ties on performance and can inform new perspectives on virtual team management and behavioral incentives.
This mixed-methods research was conducted to understand the impact of learning and player growth in a League of Legends summer camp. Eighteen adolescents engaged in a three-day sleep-over summer camp with various team building activities. Data collected included API metadata from pre- and post-camp as well as semi-structured interview data with youth who attended the camp. Exposing the participants to teamwork methods had a significant impact on changing how players approached competitive game play and engagement in digital environments. In particular, we find that participation in the summer camp led to significant changes in vision score, the most team-focused aspect of the game for which statistics were available. Furthermore, as demonstrated by the qualitative data, evidence suggests youth have an understanding for how teamwork can positively influence peer interactions within digital environments. These findings are important as they demonstrate that teaching team-focused activities can have a significant impact on the players of competitive esports games, and it also implies that the role of teamwork within various digital platforms needs deeper study. Findings indicate that a transfer of learning occurs between physical and digital spaces and that youth recognize the importance of teamwork and team-building activities in digital learning spaces.
Since the release of video games numerous studies have assessed the impact of violence within video games on aggression, yet few have assessed the impact of competition. Initial studies that include competition indicate that competition within video games does impact aggression, and that it is the competitive nature of violent video games rather than the actual violence that has increased aggression. However, previous competitive video game studies have assumed levels of competition within video games or have used different games across conditions, both of which may have confounded results. As such, this study aimed to assess the impact of both competition and violence on aggression using a true experimental design and using the same game across conditions. Sixty-four participants played one of four versions of a video game (2 [Competitive] x 2 [Violent]) and it was found that competition, but not violence, impacted aggressive affect. In addition, participants who lost in the competitive version of the game had even higher levels of aggressive affect. Neither competition nor violence impacted aggressive behaviour. Possible limitations to this study included the poor validity of the Taylor Competitive Reaction Time Task (TCRTT) and the delay between participants finishing the game and then competing the TCRTT. Overall, these findings further support the notion that competition rather than violence within video games impacts aggression. Future research should assess ways to encourage fair play within video game communities to reduce the impact of competition on aggression.
This study surveys and synthesises prior research on the processes by which teams adapt when collaborating on high-tempo, high-stakes work. Of principal concern are adaptation processes within teams operating in extreme environments, whether precipitated by changes within the team itself (such as loss or gain of new members) or within the team’s operational environment (such as unplanned-for contingencies). Propositions concerning three aspects of adaptation are developed: changes in the distribution of workflow across team members, improvisation of team members’ individual roles, and emergent behaviours intended to compensate for fluctuations in team member performance. Issues and opportunities for addressing these propositions in highly instrumented environments are then identified, taking as a test case the multiplayer online battle arena combat game, League of Legends. This article concludes with a discussion of opportunities and challenges in using detailed and voluminous naturally occurring data from highly instrumented environments – whether real or virtual – to address the propositions presented here.