Systematic Framework for Esports Training: Informing eSports Training with the Learning Sciences

With the rapid expansion of the esports industry, many esports training programs and academies have emerged. According to research, esports may lead to cognitive, metacognitive, academic and professional competencies if appropriately supported (Adachi & Willoughby, 2013). However, there is no systematic curriculum or guidance on how to identify and support these competencies through esports training. This paper conducts a systematic review of literature from the learning sciences to provide a systematic rubric of competencies and instructional approaches to support them through esports training. The competencies that may be supported through esports are mapped along the game design principles as categorized along Mechanics, Dynamics, and Aesthetics (MDA) framework. Current training programs were analyzed to identify training approaches that can support these competencies across different contexts. There is a wide range of cognitive, self-regulation, social, academic, and career competencies that were found to be supported through video games. However, the development of such competencies depend on the availability of the learning opportunities and appropriate support provided to engage these opportunities, thus requiring a systematic framework for esports training. The training approaches that can be implemented to support diverse competencies from esports training, whether amateur or professional, are varied in modality, style, and structure. The goal of this study is to inform the esports industry more largely, as well as the trainers, researchers, and designers with systematic and research-informed approaches to support future esports athletes, both professional and amateurs. Learning from the traditional field of athletic training, esports training should take more systematic approaches to design training curriculum and programs, as well as preparing the trainers.