Academic Research and Instruction Design
Reference: Yoo Kyung Chang, Keying Chen, Ziyue Li. Systematic Framework for Esports Training: Informing eSports Training with the Learning Sciences. (2023). Simulation & Gaming, SG-23-129.
The project, lead by Dr. Yoo Kyung Chang and Keying Chen, partnered with Gen.G Global Academy to evaluate their coaching services and create comprehensive rubrics for esports training. This initiative leveraged insights from learning sciences and game research to ensure evidence-based and effective training methodologies.
Background
The esports industry has experienced rapid growth in recent years, leading to the emergence of various training programs and academies. Current research has shown that, when properly supported, esports can promote a wide range of competencies, including cognitive, metacognitive, academic, and professional skills (Adachi & Willoughby, 2013). These competencies are crucial for both in-game performance and long-term career development within or outside the esports ecosystem. However, effective training in esports requires well-defined goals that specify the knowledge, skills, and competencies necessary for players to excel. A research-informed curriculum is essential to guide the development of these competencies and ensure they align with best practices in both education and esports (Reiser & Dempsey, 2012). Despite the growing demand for structured training programs, there is a lack of a systematic framework to identify and effectively nurture these competencies within esports training.
To address this gap, we focused on two key questions:
What competencies can be developed through video gameplay?
When and how can these competencies be effectively nurtured during training?
How we answered the research questions?
Analyzed and mapped game competencies using the Mechanics, Dynamics, and Aesthetics (MDA) framework, integrating game design principles and insights from esports and education literature.
Identified design opportunities for educators and coaches to foster cognitive, self-regulation, social, academic, and career competencies through gameplay.
Highlighted how video games can support the development of these competencies and their application in esports training.
Our contribution:
For Gen.G Global Academy:
We synthesized our findings into a comprehensive analysis of the esports training market, providing detailed rubrics for esports coaching services. Our work laid the groundwork for future course and service development by identifying key opportunities and constraints within the current landscape of learning goals and training methodologies.
For Academia:
Our paper offers a foundational scientific approach to esports education, presenting a rubric that outlines the competencies developed through video gameplay. This framework provides scholars with a deeper understanding of current industry practices and highlights design opportunities in the field of video game-based learning.
