Exploring institutionalised esport in high school: A mixed methods study of well-being

Abstract

Educational institutions in countries such as Denmark, US and UK are adopting esports as a way of accommodating to a growing interest in competitive gaming, and to attract and retain students in the educational system. In light of inconclusive research on the effect of gaming on issues like social isolation associations between screen-time and mental health, the question remains whether students opting for esport programmes fare worse than regular students in terms of everyday well-being. The current study explored whether students enrolled in sport programmes differ from regular students (gamers and non-gamers) on psychological measures of mental well-being, social and academic self-efficacy as well as loneliness and gaming addiction through a survey conducted at a school offering both esport and regular school programs (N=104). Additionally, participant observation was used to explore how esport students experienced and engaged in their gaming environment. Results showed no significant difference in well-being, loneliness, and academic and social self-efficacy between esport students and regular students. Observations provided insight into an esport environment challenged by both inexperienced coaches and students unaccustomed to participation in formal training environment.