During the COVID-19 pandemic, universities were among the first institutions to shift to an online model. As they did so, nascent collegiate esports program lost access to campus spaces and in-person connections, potentially destabilizing this rising industry. Conversely, universities also worked to provide students remote access to resources, and many components of esports already occur online. Therefore, collegiate esports may have adjusted to distancing measures, potentially strengthening their footholds on US campuses. This paper draws on in-depth interviews with collegiate esports players, student employees, program directors, and administrators to address different programs’ reactions to the pandemic, specifically the challenges and opportunities they faced. Overall, interviews reveal how COVID-19 shifted the understandings of and practices around gaming and esports, highlighted the intermittent relationship of online and offline spheres, and presented various possibilities and challenges for different stakeholders during the global pandemic.

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Few online communities exhibit the tensions between independence and interdependence better than collegiate esports. Twitch, the primary platform for live streaming esports, is central in such strife. The platform is a vital tool for colleges and athletes to forward brand, community, and entrepreneurship, while simultaneously its unbridled use indicates the need for administration and institutional interventions by universities. As such the proposed study aims to illuminate how collegiate esports clubs, including players, administrators, and program directors, use Twitch to promote independence and interdependence with esports publishers, players, fans, and college culture. Preliminary findings from 19 interviews with athletes and directors suggest some commonalities, particularly in optimism about the platform as a tool for entree into the industry. However, beyond this, directors and athletes diverged when it came to how Twitch should be employed, the labor required to successfully navigate the program, and concerns over toxic behavior associated with competitive gaming that manifested during live play. Finally, grey areas colored the interdependency between Twitch and the university. Monetization and use of streams were not clearly articulated, along with undefined policies on how to act professionally and represent universities on the platform. Ultimately, these early findings point to the lack of knowledge and flexibility of institutions like universities as they increasingly rely on platforms to foster online and offline communities.