The Implementation of an Academic and Applied Esports Program in Higher Education

King, Michele R.; Conner, Karen; Johnson, Lindy L.; Trojak, Terry; Cho, Tim

doi:10.4018/978-1-7998-7069-2.ch011

Cited by 4 publications

(3 citation statements)

References 31 publications

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“…According to Mosca et al (2019), this age range represents Generation Z as it is defined as birth years between 1995 and 2012. According to King et al (2021), this generation is considered a new generation of college students. Based on this argument, therefore, our sample can be considered suitable for this study as they represent Generation Z.…”

Section: Methodsmentioning

confidence: 99%

Secondhand clothing purchase intentions: Generation Z’s perspective

Herjanto,

Amin,

Purinton

et al. 2023

JGR

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Purpose Based on the learning and attitudinal theories, this study aims to investigate the direct effect of two type of experiences, attitude and the indirect impact of fashion innovativeness, materialism and financial pressure on Generation Z’s secondhand clothing (SHC) purchase intention. Design/methodology/approach A total of 180 usable surveys were gathered from Generation Z participants and analyzed by a partial least-square-structural equation model. Findings The results show that attitude (SHC hygiene vs SHC fashion style) and past experiences (daily use occasion vs particular use occasion) directly affect SHC purchase intention. Furthermore, materialism, financial pressure and innovativeness drive attitudes toward SHC fashion style. Originality/value This study extends the current SHC literature by integrating two dimensions of experience (daily use occasion vs particular use occasion) and attitude (attitude toward SHC hygiene vs attitude toward SHC style).

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Section: Methodsmentioning

confidence: 99%

Secondhand clothing purchase intentions: Generation Z’s perspective

Herjanto,

Amin,

Purinton

et al. 2023

JGR

View full text Add to dashboard Cite

show abstract

“…For example, one industry certification was widely condemned as irrelevant on social media [44]. Furthermore, there are concerns that the traditional organisation of departments at many universities is inadequate for esports instruction [77]. This is because esports crosses disciplinary boundaries (e.g.…”

Section: Introductionmentioning

confidence: 99%

Foundations for Esports Curricula in Higher Education

Scott

Summerley

Besombes

et al. 2021

Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education

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Esports has generated an industry of increasing economic and cultural importance. In recent years, universities and other higher education institutions have responded to its growth by establishing programmes of study which aim to satisfy the needs of innovators operating in the area. However, there is not yet consensus on what an esports curriculum should include. Despite being a technology-driven sector with ethical and professional dimensions that intersect computing, current ACM and IEEE curricula do not mention esports. Furthermore, existing courses tend to provide teaching and training on a wide variety of topics aside from those traditionally in computer science. These include: live events management; psychological research; sports science; marketing; public relations; video (livestream) production; and community management; in addition to coaching and communication. This working group examined the requirements for developing esports studies at universities with a focus on understanding career prospects in esports and on the challenges presented by its interdisciplinary complexity. Thereby, paving the way for a framework to support the design of esports curricula in higher education.

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“…Higher education institutions have been adding esports on their campuses to attract students for competitive play (Anderson, 2020) while building community (King et al, 2021;Wang, 2021), and increasing student engagement (Marsh et al, 2020). Prior scholarship on esports identified gaming spending habits, academic and personal benefits of playing esports, as well as the perceived risks for college students based in the United States (Delello et al, 2021).…”

mentioning

confidence: 99%

The Risks and Rewards of Collegiate Esports

Delello

McWhorter

Roberts

et al. 2023

International Journal of Gaming and Computer-Mediated Simulations

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As participation in electronic sports (esports) continues to expand globally, colleges and universities are considering how such competitive video gaming might impact recruitment, retention, and the overall student engagement experience. This mixed-methods study focuses on the perceptions of college students in both the United States and Italy regarding the esports phenomenon. A compilation of the research findings from two case studies compared and contrasted themes associated with the benefits and risks to college students participating in esports. The findings highlighted the notion that even during challenging times such as the COVID-19 pandemic, the college students in this study were still driven to invest their time in esports play. However, the risks such as those of addiction, health impairment, and social isolation may outweigh the perceived benefits to game play. Included are critical considerations and policy recommendations for campus esports programs as well as future directions in research.

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The Implementation of an Academic and Applied Esports Program in Higher Education

Cited by 4 publications

References 31 publications

Secondhand clothing purchase intentions: Generation Z’s perspective

Secondhand clothing purchase intentions: Generation Z’s perspective

Foundations for Esports Curricula in Higher Education

The Risks and Rewards of Collegiate Esports

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