TY - GEN
T1 - Foundations for Esports Curricula in Higher Education
AU - Scott, Michael James
AU - Summerley, Rory
AU - Besombes, Nicolas
AU - Connolly, Cornelia
AU - Gawrysiak, Joey
AU - Halevi, Tzipora
AU - Jenny, Seth E.
AU - Miljanovic, Michael
AU - Stange, Melissa
AU - Taipalus, Toni
AU - Williams, J. Patrick
N1 - Publisher Copyright:
© 2021 ACM.
PY - 2021/12/28
Y1 - 2021/12/28
N2 - 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.
AB - 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.
KW - course design
KW - curriculum
KW - esports
KW - higher education
UR - https://www.scopus.com/pages/publications/85122623248
U2 - 10.1145/3502870.3506566
DO - 10.1145/3502870.3506566
M3 - Conference Publication
AN - SCOPUS:85122623248
T3 - Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE
SP - 27
EP - 55
BT - ITiCSE-WGR 2021 - Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education
PB - Association for Computing Machinery
T2 - 2021 Working Group Reports on Innovation and Technology in Computer Science Education, ITiCSE-WGR 2021
Y2 - 26 June 2021 through 1 July 2021
ER -