Understanding Game-Based Learning in Esports Education: A Study in Structure and Impact

Bubba Gaeddert, College of Esports

Introduction:

This proposed study will examine the integration of game-based learning (GBL) within a fully esports-focused higher education environment, with the goal of better understanding of how GBL strategies influence engagement, development, and classroom culture in a specialized institution. Conducted at the College of Esports,, this research will explore how GBL functions in a context where all students are studying esports-related disciplines. This contrasts with most existing studies, based in traditional academic institutions or primary/secondary schools, which also offer esports education amongst their other courses and programs (Xiang et al., 2025; Zhong et al., 2024).

Objectives:

The study aims to evaluate how game-based learning influences student engagement and academic outcomes within an esports-focused curriculum. It will also examine the development of professional and social skills, including communication, teamwork, and resilience. In addition, the research will explore changes in personal growth, such as shifts in intrinsic motivation and learning habits. Finally, it will assess how the implementation of GBL affects classroom dynamics and the broader institutional culture.

Within the literature review, a clear framework will be established to classify different types of esports structures across educational contexts, addressing how current research often conflates extracurricular, cocurricular, and curricular models of engagement. This structure will guide the research design and analysis, ensuring that findings on GBL are interpreted within well-defined educational settings. Clarifying these distinctions will help avoid common confusion between competitive extracurricular play, academic study of esports, and true game-based learning, where instructional design leverages games to achieve specific learning outcomes. Without this clarity, it becomes difficult to draw meaningful comparisons or identify effective practices.

The study will maintain a clear boundary between GBL and gamification. These two terms are frequently misused interchangeably (Arnab, 2015). The research methods will focus strictly on game-based learning as a pedagogical method and ensure that any gamification is acknowledged but not treated as central to the study.

While GBL has been widely studied in general education environments, such as mathematics, science, or language learning (Connolly et al., 2012; Papastergiou, 2009), research on GBL in educational spaces with 14 Esports Research Network Conference 2025 esports is still emerging. This conflation further complicates the interpretation of current findings in esports-related education research.

Recent findings suggest that esports learning environments can enhance employability, 21st-century skills, and classroom engagement (Xiang et al., 2025; Zhong et al., 2024). This project builds on that work by studying students whose entire academic journey centers around esports, offering a novel lens to assess the influence of GBL in a purpose-built curriculum.

The research will begin with a systematic literature review during July and August 2025 to identify key themes and gaps. Based on those findings, a series of GBL activities will be developed and implemented across existing modules in the 2025-2026 academic year. Data collection will run from September to May using mixed methods, including pre/post surveys, reflections, interviews, observations, and embedded game mechanics. Special attention will be paid to inclusive practices and neurodiverse learner engagement. This research explores how game-based learning supports engagement and development within a higher education institution solely focused on esports. Conducted at the College of Esports, it offers a unique opportunity to evaluate GBL in an immersive, esports-specific context, connecting pedagogy directly to industry-relevant skills and learning experiences.

Keywords:

Game-Based Learning, Esports Education, Higher Education, Student Engagement, Pedagogical Strategies, Esports Structures

References

Arnab, S. (2015). Gamification and digital game-based learning in the classroom. ResearchGate. https://www.researchgate.net/publication/282121007

College of Esports. (2025). About the College of Esports. https://collegeofesports.ac.uk/about-coes/

Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686. https://doi.org/10.1016/j.compedu.2012.03.004

Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12. https://doi.org/10.1016/j.compedu.2008.06.004

Xiang, J., Cho, M.-O., Ebner, M., & Jabbari, H. (2025). The impact of esports on the development of 21stcentury skills and academic performance among youth. Biomedicine and Neuroscience, 62(1). https://doi.org/10.26717/BJSTR.2025.62.009694 15 Esports Research Network Conference 2025

Zhong, Y., Guo, K., & Chu, S. K. W. (2024). Affordances and constraints of integrating esports into higher education from the perspectives of students and teachers: An ecological systems approach. Education and Information Technologies, 29(29), 16777-16811. https://doi.org/10.1007/s10639024-12482-9