ukie-电子竞技报告：有吸引力的教育（英文）-2018.10-23页-2mb

Summary of Digital Schoolhouse Esports Tournament Report

Core Content

The Digital Schoolhouse Esports Tournament is an educational initiative led by Ukie, in partnership with PlayStation® and various educational institutions, aimed at engaging students with digital skills and careers in the video games and esports industries. The tournament, which ran from 2017 to 2018, involved over 2,222 students from 20 schools across England and Northern Ireland. It provided a hands-on, immersive experience for students to apply classroom knowledge in real-world roles such as event management, production, community management, and broadcasting.

The tournament's structure included three stages: School Heats, Regional Qualifiers, and the Grand Final, with industry involvement at each stage. This collaboration allowed students to interact with professionals, gain insights into potential careers, and develop transferable skills such as communication, teamwork, and problem-solving.

Main Points

1. Engagement and Inclusivity

• Esports is a highly inclusive form of entertainment, accessible to all ages, genders, and physical abilities.
• It is a creative and technical industry that offers diverse career opportunities in video games, broadcast, media, and sport.
• The tournament was designed to engage students who might otherwise not participate in extra-curricular activities, especially the "forgotten middle" (students not typically involved in sports or other activities).
• The collaborative nature of the tournament made it highly engaging and inspiring for students, with a positive impact on school communities.

2. Career and STEM Interest

• 93.94% of students reported increased interest in computing and technology.
• 87.88% said they were more interested in a career in the video games industry.
• 89% said it had increased their interest in a career in the video games industry.
• 90% of students said it had increased their interest in computers and computing, though only 40% said they were more interested in studying it as a subject.
• The tournament was successful in raising awareness of the diverse career opportunities in the digital and gaming industries.

3. Skill Development

• Students developed transferable skills such as communication (73.53%), team working (79.41%), problem solving (67.65%), and social skills (58.82%).
• The tournament provided an opportunity for students to apply theoretical knowledge in practical roles, such as setting up networking systems for game play and creating team branding.

4. Accreditation and Recognition

• Students were awarded digital badges by the Duke of York's Inspiring Digital Enterprise Award (iDEA), which recognized their roles and the skills they developed.
• The system is similar to the Duke of Edinburgh Award and serves as a digital version of such recognition.

5. Teacher and Parent Involvement

• Teachers gained valuable insights into the video games industry, enhancing their ability to provide relevant careers guidance.
• The tournament helped change perceptions among school staff and leadership teams.
• Parents who attended events were also exposed to the opportunities available in the digital and gaming sectors.

6. Positive Behavioral Change

• 66.67% of friendships grew during the tournament.
• 94.29% of friendships were maintained or strengthened.
• Students developed better team working and communication skills, and many were more likely to participate in other team sports.

Key Findings

• Positive behavioral change was observed in students, particularly in the development of friendships and social skills.
• Esports tournaments helped students gain confidence and interest in STEM and digital careers.
• Industry collaboration was crucial for the success of the tournament, offering students real-world experience and exposure to professionals.
• School infrastructure posed challenges, such as outdated hardware, which were often addressed through industry support.

Challenges and Support

• Schools faced challenges such as technical limitations, including outdated hardware and restricted access to game servers.
• Industry support, including equipment donations and in-kind assistance, was vital in enabling schools to participate.
• The tournament was designed to be student-led, with teachers acting as facilitators and mentors.

Tournament Statistics

• 2,222 students participated in the tournament.
• 8% of players and 11% of event management team members were female.
• 98,000 views were recorded on Twitch during the tournament.
• 4 regional champions advanced to the Grand Final in London.
• The Grand Final attracted over 1,000 concurrent viewers on Twitch.

Research Methodology

• The study used autoethnographic methods, including self-reflection and sociograms to measure changes in friendship bonds.
• A framework based on Interaction Process Analysis (IPA) was used to assess communication patterns during the tournament.

Conclusion

The Digital Schoolhouse Esports Tournament has proven to be a successful and innovative educational initiative. It has not only engaged students in a fun and inclusive environment but has also equipped them with valuable skills and career insights. The collaboration between schools and the esports industry has had a positive impact on both students and educators, helping to bridge the digital skills gap and inspire future careers in the gaming and creative digital industries.