This article takes the definition of a sport as “an institutionalized game” under which both “traditional sports” and “E-sports” fall. It takes a comparative analytical approach that examines the historical documentation and cultural output of these two major categories of sports and their early institutionalization. Given the increasing interest in, engagement with and spectator numbers of E-sports, it is worth considering the key similarities and differences between various institutions. This article examines traditional sports institutions from the mid-19th to late 19th century alongside E-sports institutions that emerged from the mid-1990s to the present day. Firstly, the processes of institutionalization are analyzed with these examples in mind and, secondly, are compared to draw out the significant differences and similarities between the factors affecting early institutionalization.
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.
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 undergraduate courses 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. This working group seeks to examine the requirements for developing esports studies at universities with a focus on understanding career prospects in esports and on the challenges presented by its disciplinary complexity. The group will identify key learning outcomes and assess how they align with industry needs, paving the way for a framework to support the design of esports curricula in higher education.
This paper discusses the construction of consistent fictions in games using relevant theory drawn from discussions of musicals and pornography in opposition to media that are traditionally associated with fiction and used to discuss games (film, theatre, literature etc.). Game developer John Carmack’s famous quip that stories in games are like stories in pornography—optional—is the impetus for a discussion of the role and function of fiction in games. This paper aims to kick-start an informed approach to constructing and understanding consistent fictions in games. Case studies from games, musicals, and pornography are cross-examined to identify what is common to each practice with regards to their fictions (or lack thereof) and how they might inform the analysis of games going forward. To this end the terms ‘integrated’, ‘separated’, and ‘dissolved’ are borrowed from Dyer’s work on musicals, which was later employed by Linda Williams to discusses pornographic fictions. A framework is laid out by which games (and other media) can be understood as a mix of different types of information and how the arrangement of this information in a given work might classify it under Dyer’s terms and help us understand the ways in which a game fiction is considered consistent or not.
Games are increasingly proven to be effective learning tools through a multitude of methodologies and approaches and this is no different for issues relating to the environment and the place of humans within it. We collaborated with the Eden Project to create a mobile game addressing some concerns on the ecological awareness of visitors that they raised with us: a mobile garden management game with a plant recognition technology. Such a project proved a valuable opportunity to understand how a game for smart devices might promote short-term ecological awareness for a general audience. Using a research creation methodology, we analyse, document and run a limited empirical study through user experience testing on players to investigate if the game had an effect on their ecological awareness.
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