Digital learning of tactics in esport

Student thesis: Master thesis (including HD thesis)

  • Toke Lykke Lærkegaard
  • Søren-Emil Just Sund Carlsen
4. term, Interactive Digital Media, Master (Master Programme)
Today, esports education is an unregulated area from the ​​government. This means that esports education is structured on the basis of private initiatives. On behalf of this, the project group's wonder was how sports education works, and what guidelines apply to teaching today. Based on an explorative approach to Stidsholt boarding school, a first-hand impression of the teaching was created, as well as contact with the teacher Andreas Elversøe. Based on the exploratory study and empirical data collection, a problem statement was created based on our initiating wonder: Which design principles for using digital media can support the learning of tactics in esports? From here, the project team refined to focus only on the competitive game Counter-Strike: Global Offensive (CS:GO). In addition to the exploratory study, semi-structured interviews were conducted with Andreas and with sports and mathematics teacher Kasper Kaptain. The interview was transcribed and analyzed using the KJ method (Scupin, 1997), conducted using a workshop. This method ensured an analytical method for the purpose of grouping data into smaller groups. The result of the KJ method was a "family" named the Reflective Framework, which included the groups for Evaluation, Knowledge Sharing, Tactics and Motivation and Ambition. In the reflective framework, the point of tactics was aimed at Andreas tactics book, which became the focal point for the remaining groups. This led us to an analysis of an excerpt from Andreas tactics book, which in combination with the remaining groups for Evaluation, Knowledge Sharing, and Motivation and Ambition, related to reflective learning. Reflective learning was coupled with the theory of Reflection-in-action, Reflection-on-action by Schön (1983), the theory of Reflection-for-action by Killion & Todnem 1991 and Gruschka et al. 2005 as well as the theory behind micro-scripts by Schank (1996). The interaction between the theories was then discussed. Reflection-in-action is not suitable for professional CS:GO players as the players here have a short decision process and therefore do not have time to reflect upon the current situation. By contrast, reflection-in-action will be used more often by beginners and by using new tactics, which, however, often also results in poor results. Likewise, it could be concluded that micro-scripts were the subconscious actions and quick decisions the students made in the game. The transition from Reflection-in-action to micro-scripts happens when students practice the same skills over and over. From the previous knowledge, four design principles (heuristics) were developed which should be present when designing a digital media, the purpose of which is to support the learning of tactics in esports. The first design principle was the Model for reflection and refers to a principle where a reflective space is created for the user. Reflective space is a place where the user can gather their thoughts and reflections and thus evaluate on their own and the team's tactics. In this way, reflection-on-action becomes an incorporated part of the design. The second design principle, Dissemination of experience, refers to a principle where the user has the opportunity to share his experiences with other users. In this way, a reflective thought can be initiated by the recipient, which can contribute to a positive change in their actions. This principle is also related to the phenomenon of reflection-for-action. The third design principle, Progression, refers to a principle that should help increase motivation on the team by allowing users to see their tactical progress. This is best done by visualizing the profession to the user. The fourth design principle, Uniformity, has a strong relation to Nielsen's (1993) design principle on Consistency. Uniformity in this context is about ensuring a uniform structure in the way the tactics are represented, so that the user does not doubt what the various elements do or is about. By applying one or more of the design principles in a digital media, the designer can support the reflective learning of tactics in esports.
Publication date2 Jun 2020
Number of pages115
External collaboratorStidsholt efterskole
Esportunderviser Andreas Elversøe Andreaselversø
Information group
ID: 333432456