RCPT 333: Applied Issues in Esports Services
Credit Hours: (3)
Instructional Method: Three hours lecture
Note(s): Applied Learning designated course
Examination of current issues and trends impacting esports services. Emphasis will be given to applying what students have learned to explore the gaming experience of esports players, teams, audience, and/or supporting services and reflecting upon their role within a serious leisure perspective.
Content
This course builds upon content from RCPT 222 Introduction to Esports. The focus of the course will be on applying what students have learned to explore the gaming experience of esports players, teams, audience, and/or supporting services. Students will explore professional practice through the application of knowledge, skills, and critical reflection related to esports services. Potential topics may include, but are not limited to, the following:
Gender roles and depictions within esports games and services; Coaching and playing esports at collegiate and professional ranks; Enhancing diversity and inclusion within esports;
Facilitating esports players, teams, and competitions through special events and tourism; Esports streaming and social media platforms;
Providing commentary or analysis during esports matches (i. e., shoutcasting); and Esports marketing and sponsorship.
Detailed Description of Conduct of Course
Course instruction strategies may include, but not be limited to, the following: lectures, demonstrations, discussions, student presentations, projects, gaming/simulations, field trips, and guest speakers. All students will participate in an applied learning project designed to explore the gaming experience of esports players, teams, audience, and/or supporting services. Examples may include streaming an esports tournament, coaching an esports team, enhancing diversity and inclusion, providing commentary and analysis during tournaments (i. e., shoutcasting), or designing an international tour of esports events.
As part of the applied learning project, students will critically reflect on their experience within the perspective of serious leisure through a written essay. Stebbins (1992) defined serious leisure as the systematic pursuit of an amateur, hobbyist, or volunteer core activity that is highly substantial, interesting, and fulfilling and where, in the typical case, participants find a career in acquiring and expressing a combination of its special skills, knowledge, and experience. Within this context, 鈥渃areer鈥� is used more generally to include substantial and complicated roles that extend beyond occupations or paid employment. Those who pursue serious leisure tend to experience deeper satisfaction and happiness compared to casual leisure.
Student Learning Outcomes
Having successfully completed this course, students will be able to:
apply acquired knowledge and skills to develop professional identity or professional practice within esports services; critically reflect on their learning, abilities, experiences, or role within the perspective of serious leisure careers through a written essay; explain how current events and trends impact esports services; and work collaboratively on an applied learning project designed to explore the gaming experience of esports players, teams, audience, and/or supporting services.
Assessment Measures
Assessments may include, but are not limited to: quizzes/exams, papers, activities, presentations, reflections, projects, and/or peer evaluations.
Other Course Information
Bibliography
Aviles, C., Isaacs, S.,& Lion-Bailey, C. (2020). The esports education playbook: Empowering
every learner through inclusive
gaming . Dave Burgess Consulting.
Jin, D. Y. (Ed.). (2021). Global esports: Transformation of cultural perceptions of
competitive gaming . Bloomsburg Publishing.
Richards, P. W. (2020). Esports in education: Exploring educational value in esports
clubs, tournaments and live video productions
. Author.
Andrejkovics, Z. (2019). A newborn business: Esports , 3 rd ed. Author.
Reviewed and approved
June, 2023