Esports Impact on School Culture and Climate in K-12 Schools: A

Literature Review

Alvaro Brito

EdD Educational Technology, Boise State University, U.S.A.

Keywords: Esports, K-12 Esports, Scholastics Esports, Esports in Education, Esports Student Well-Being, Esports

Psychological Development, Esports School Culture, Esports Community, Esports Strategies, Esports

Benefits, Esports Challenges.

Abstract: This literature review explores the impact of esports on school culture and climate, focusing on how it

influences student well-being, self-regulation, and psychological development of K-12 students. The literature

review examines existing research to understand the implications of esports participation within educational

contexts, specifically in elementary and high school grade levels. The review will address key dimensions

such as safety, relationships, teaching and learning, institutional environment, and the school improvement

process. Additionally, the literature review provides some background on the potential benefits and challenges

associated with esports in K-12 schools, shedding light on its effects on students’ health, mindset, and overall

school experience. These major groupings were derived from the general inquiry questions on esports school

culture and climate from specific research that is currently available.

1 INTRODUCTION

Each one of these categories drew around ten to

twelve relevant articles. The same articles were

populated with many of the search results. The

primary data sources were databases connected with

Boise State University Library and Google Scholar.

ChatGPT Artificial Intelligence (A.I.) was utilized to

search for articles and each article referenced was

traced and collected in Zotero to provide a database

of pertinent research and develop quick summaries.

2 SCHOLASTIC ESPORTS IN

K-12 SCHOOLS

Esports, short for electronic sports, refers to

organized competitive gaming where individuals or

teams compete against each other in video game

tournaments. This phenomenon has rapidly gained

popularity worldwide, evolving from a hobby into a

mainstream entertainment industry with significant

cultural and economic impacts (Taylor, 2018).

Hamari and Sjöblom (2017) defined esports as a form

https://orcid.org/0000-0002-3650-9517

of sport where electronic systems facilitate the

primary aspects of the sport; the input of players and

teams, and the output of the esports system, are

mediated by human-computer interfaces. Esports is

more than just playing video games as it is at times

described. Players belong in leagues, and

leaderboards, and play in tournaments. Esports is a

growing trend with a huge following and spectators,

largely due to online gaming and broadcasting

technologies accessible to anyone.

As esports grows in popularity, the International

Olympic Committee (IOC) announced that it has

partnered with the National Olympic Committee

(NOC) of Saudi Arabia to host the inaugural Olympic

Esports Games 2025 in the Kingdom of Saudi Arabia

(International Olympics Committee, 2024). Esports

are increasingly being recognized as a legitimate form

of school-based competition akin to traditional sports

with the structured nature of scholastic esports

programs parallels that of established athletic

programs in schools (Jenny et al., 2017). While

esports is growing in popularity across the globe in

California, esports is now considered a California

Interscholastic Federation sport (CIF), meaning that

esports teams can now represent their schools by

274

Brito, A.

Esports Impact on School Culture and Climate in K-12 Schools: A Literature Review.

DOI: 10.5220/0013839700003988

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 13th International Conference on Sport Sciences Research and Technology Support (icSPORTS 2025), pages 274-283

ISBN: 978-989-758-771-9; ISSN: 2184-3201

playing video games just like any other sport (CIF

Esports Initiative, 2024).

Esports encompasses a variety of game genres,

including first-person shooters, real-time strategy,

and multiplayer online battle arenas, attracting

diverse audiences (Wagner, 2006). The competitive

nature of esports, combined with its digital

accessibility, has enabled it to establish a 5 global

community of players and fans who participate in and

spectate online and in-person competitions (Hamari

& Sjöblom, 2017). As esports continues to grow, its

potential as a tool for education and skill development

has become a subject of academic interest,

particularly within the context of K-12 educational

settings (Funk et al., 2018).

2.1 Esports in K-12 Education

In educational contexts, esports is increasingly being

integrated into school curricula and extracurricular

programs, both as an elective and after-school

program, to engage students and develop skills. These

programs provide a platform for students who may

not be interested in traditional sports to participate in

competitive activities, thereby promoting inclusivity

and diversity within school environments (Jenny et

al., 2017). Furthermore, the structured nature of

scholastic esports can enhance student engagement

and motivation, as gaming aligns with the interests

and experiences of many students today (Squire,

2005). Wagner (2006) discusses, "For esports to

reach their full potential in educational contexts, it is

essential to develop structured programs that not only

engage students but also enhance their learning

through well-designed curriculum integration and

pedagogical strategies" (p. 5).

Esports in K-12 education is increasingly

recognized as a valuable tool for engaging students

and enhancing their educational experience. As

schools look for innovative ways to integrate

technology and cater to diverse student interests,

esports programs can offer a unique opportunity to

harness the motivational power of gaming to support

learning. These programs not only attract students

who might not participate in traditional sports but also

foster important skills such as teamwork, strategic

thinking, and digital literacy (Funk et al., 2018). By

aligning with students' interests in digital media,

esports can increase engagement and participation in

6 school activities, thereby promoting a more

inclusive school culture (Jenny et al., 2017). Seo

(2013) argues that the “experience of competitive

computer gaming goes far beyond digital play,

traversing the online and offline presence, and

involving collaborative efforts of multiple actors

within the value network of eSports experience." (p.

1549). Building on skill sets such as communication

and collaboration are key skills esports can help

unlock for students.

2.2 Scholastics Esports

Scholastic esports in K-12 education represents a

growing area of interest for educators seeking

innovative methods to enhance student engagement

and learning outcomes. By incorporating esports into

the school environment, educators can tap into

students’ existing interests in gaming. Esports

programs offer a platform for developing critical

skills such as teamwork, strategic thinking, and

digital literacy, which are increasingly important in

the 21st-century educational landscape (Funk et al.,

2018). These programs not only provide an avenue

for students who may not participate in traditional

sports but also help bridge the digital divide by

integrating technology into everyday learning

experiences (Jenny et al., 2017). Lee & Hammer

(2011) argue that elements of esports can be used to

increase motivation and participation among students

taking the competitive and social aspects of esports

effectively capture students' attention and encourage

sustained engagement.

Esports clubs can provide students with space

where they can practice the 21st-century skills of

collaboration, critical thinking, creativity, and

communication skills. Hamari and Sjöblom (2017)

argued that the video games being played in esports

are usually complex and require a considerable

amount of concentration to comprehensively follow

the game. Scholastic esports provides an opportunity

to engage students who may not participate in

traditional sports. 7 Esports in education offer a

unique platform for fostering inclusivity and

engagement among diverse student groups (Funk et

al., 20218).

2.3 Career and Technical Skills

Opportunities

Being able to communicate effectively is a skill

needed for the workforce and esports can help build

that skill. Nielsen and Hanghøj (2019) case study

found that “esports practice in an after-school

program suggests that playing Counter-Strike: Global

Offensive well is less about technical skill and

knowledge about the game and more about being able

to communicate effectively (p. 541).” Soft skills that

are needed in a 21st-century workforce can be learned

and reinforced in esports clubs in secondary schools.

The emphasis on skill-building is a driving force in

Esports Impact on School Culture and Climate in K-12 Schools: A Literature Review

275

starting esports clubs at secondary schools. Esports

build students’ critical thinking/problem-solving

skills, being able to make connections across complex

ideas, and collaboration (Career Success Built on

Esports Skills, 2018). Research also suggests that

esports players enrolled in an after-school esports

class can experience significant learning that can

transfer from digital gameplay to other social and

educational contexts with benefits for communicative

competencies (Nielsen and Hanghøj, 2019)

The integration of esports in K-12 education

provides a unique opportunity to enhance career and

technical skills among students, aligning educational

experiences with the demands of the modern

workforce. As esports involve a range of activities

beyond gameplay, such as event management,

broadcasting, and content creation, students can

develop a variety of technical and soft skills relevant

to numerous career paths (Funk et al., 2018). These

programs encourage students to engage with

technology in meaningful ways, fostering skills in

areas like video production, graphic design, and

digital storytelling, which are essential in today’s

digital economy (Jenny et al., 2017). 8 Furthermore,

esports in education can catalyze increased interest in

STEM (Science, Technology, Engineering, and

Mathematics) disciplines. As many esports-related

careers require a strong foundation in these areas,

integrating esports into the curriculum can motivate

students to pursue studies in computer science,

engineering, and mathematics (Newhouse, 2017).

This engagement is particularly beneficial for

students who might not otherwise be drawn to

traditional STEM subjects, as esports provides a

context that makes learning these skills relevant and

exciting (Rothwell & Shaffer, 2019). By offering

real-world applications and career-oriented

experiences, esports programs in schools can play a

significant role in preparing students for future

employment in a rapidly evolving job market.

2.3.1 Student Well-Being and Psychological

Development

The integration of esports into K-12 education has the

potential to significantly impact student well-being

and psychological development by providing a

platform that aligns with students' interests and

fosters a sense of belonging and achievement.

Moreover, Jenny et al. (2017) found that esports can

promote the development of important psychological

skills such as self-regulation, resilience, and stress

management, as students learn to navigate the

competitive pressures and teamwork dynamics

inherent in gaming environments. As educators

continue to explore the benefits of esports, it is

essential to design programs that maximize their

positive effects on student well-being while

addressing potential challenges such as screen time

and competitive stress (Funk et al., 2018). Trotter et

al. (2022) longitudinal study showed the impact of

student involvement in high school esports and

showed that esports participation did not have a

negative impact on any health or psychological

factors. In addition, school esports programs have the

potential to bring about positive psychological

development and/or health behavior change, if

implemented appropriately (Polman et al., 2018).

2.3.2 Self-Regulation and Discipline

Regular practice and competitive play help students

cultivate a growth mindset, as they must adapt

strategies and persist through challenges to achieve

success (Anderson & Scholz, 2023). This process of

setting objectives, tracking progress, and reflecting

on outcomes is central to building resilience and self-

discipline in students (Smith & Abrams, 2022).

Furthermore, his study explores the impact of

strategic video games, including esports, on students'

problem-solving skills and emotional regulation.

Competitive gaming environments teach players to

manage emotions, deal with setbacks, and maintain

focus, contributing to improved academic outcomes.

(Adachi & Willoughby, 2013).

Beyond individual gameplay, esports in education

also emphasizes the importance of teamwork and

collaboration, which are crucial for developing

discipline and social skills. Being part of an esports

team requires students to communicate effectively

and work together towards shared goals. Hong (2023)

emphasized the importance of “balancing eSports

participation with education,” which highlights the

importance of keeping a balanced lifestyle (p. 1444).

By integrating esports into educational settings,

schools can help students develop the self-discipline

and regulation skills necessary for both academic

success and personal growth.

2.3.3 Mental Health Impacts

The integration of esports in K-12 education has

sparked discussions about its potential mental health

impacts, offering both opportunities and challenges

for student well-being. On the positive side, esports

can provide a sense of community and belonging for

students who may feel marginalized in traditional

school settings. By participating in esports, students

can build social connections and develop

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interpersonal skills in a supportive environment,

which can alleviate feelings of loneliness and

isolation (Steinkuehler & Duncan, 2008).

Furthermore, the structured 10 nature of scholastic

esports programs can promote self-esteem and

confidence as students achieve success and

recognition in a domain they are passionate about

(Griffiths, 2017). These benefits can contribute to

improved mental health outcomes by fostering a

positive self-image and reducing stress levels through

engaging and enjoyable activities (Jones et al., 2014).

However, there are also potential challenges

associated with the mental health impacts of esports

in K-12 education that educators need to consider.

Excessive gaming can lead to issues such as increased

anxiety and decreased academic performance if not

properly managed (Anderson & Dill, 2000).

Additionally, the competitive nature of esports might

contribute to stress and burnout among students,

particularly if there is an overemphasis on winning

(Colwell & Kato, 2003). Schools must implement

balanced esports programs that emphasize healthy

gaming habits, including adequate breaks and time

management strategies, to mitigate these risks (Pontes

& Griffiths, 2014). By fostering an environment that

prioritizes mental wellness alongside competitive

success, educators can help ensure that the integration

of esports into K-12 education supports the holistic

development of students (Kowert & Oldmeadow,

2015).

2.3.4 Overall Psychological Well-Being

The integration of esports in K-12 education offers

promising avenues for enhancing students' overall

psychological well-being by fostering environments

where engagement and personal growth are

prioritized. Esports can serve as a powerful tool for

enhancing students’ sense of accomplishment and

self-esteem. When students participate in structured

esports programs, they often find opportunities to

excel in areas they are passionate about, which can

lead to increased self-confidence and a positive self-

image (Jones et al., 2014). Moreover, esports

provides a platform for students to develop resilience

and perseverance as they navigate the challenges of

competitive play, which are transferable skills that

contribute to overall 11 psychological well-being

(Ryan et al, 2006). By cultivating a sense of

competence and achievement, esports can help

students build a foundation for lifelong mental health.

Beyond individual benefits, esports can also

foster a sense of community and belonging, essential

components of psychological well-being.

Participating in esports allows students to connect

with peers who share similar interests, creating a

supportive network that can mitigate feelings of

isolation and loneliness (Kaye & Bryce, 2012). This

sense of community is crucial in school settings, as it

enhances students' social skills and encourages

positive peer interactions (Kowalski & Limber,

2007). Additionally, the collaborative nature of team-

based esports games promotes the development of

communication and teamwork skills, further

contributing to students' social-emotional

development (Steinkuehler & Duncan, 2008). By

integrating esports into the educational framework,

schools can create inclusive environments that

support students' psychological well-being, helping

them thrive both academically and personally

2.3.5 School Culture and Relationships

Coach Development and Support

The incorporation of esports into K-12 education not

only influences student engagement and learning

outcomes but also significantly impacts school

culture and relationships, particularly through the

development and support of esports coaches. As

schools integrate esports programs, coaches play a

crucial role in shaping the educational and social

experiences of students, fostering environments that

emphasize teamwork, respect, and community (Jenny

et al., 2017). Effective coach development is essential

for maximizing the educational benefits of esports, as

coaches are instrumental in guiding students to

balance competitive play with academic

responsibilities and social development (Funk et al.,

2018). By investing in coach training and support,

schools can ensure that esports programs contribute

positively to both student development and the

broader educational community.

Many up-and-coming esports athletes develop

their skills independently without coaching, strategic

planning, or target-oriented approaches. This may

work for some, but many esports players would

benefit from coaching and more explicit objectives in

the development stage (Salo, 2017). Coaching and

mentoring at secondary schools are needed to have

viable esports teams to help the teams organize,

compete, and advocate the program. The proper

creation of training models that coaches can

implement or adapt to their daily practices supports

talent development. However, before that,

understanding how esports skill acquisition and

development work is necessary. Also, educating

coaches on how to coach is crucial. Thus, establishing

esports coaching courses could be a good first step.

Esports Impact on School Culture and Climate in K-12 Schools: A Literature Review

277

Supporting and developing places where coaches

could develop themselves, such as in academy teams,

could facilitate developmental processes at the

professional level where the performance pressure is

higher. Providing more research opportunities and

applied sports psychology would help sustain the

healthy evolution of esports (Cottrell et al., 2018).

Thus, the requirement of certification for coaches and

managers should be implemented in the future.

Coaching middle school and high school students can

provide structure, guidance, and support to create a

cohesive environment in which students can thrive

with their esports teams (Pedraza et al., 2020).

Partnering with local universities that have esports

programs can help create such certification programs

2.3.6 Community and Sportsmanship

Creating a sense of community in an esports program

is critical to have students want to be part of the

program, but also excel in it. This structure provides

players with a sense of being part of a community and

facilitates mastering expertise in fine motor

coordination and perceptual-cognitive skills,

particularly but not exclusively, at higher levels of

performance (Pedraza et al., 2020). Esports players

must feel comfortable and accepted in the esports

program 13 to feel invested in the community. Setting

high expectations, setting ground rules, and

communicating are essential components of the

community each esports team will have to make.

In the community, students not only learn about

the game but can open the opportunity for STEM

Entrepreneurship. Which connects high-tech sector

jobs not only in the games industry but also in data

science, software and web development, social media

marketing, and event organizing. This body of

knowledge and skills crucially connects to the values

of high school academic (college preparatory) and

workforce development Career Technical Education

(CTE) standards (Anderson et al., 2018). Students

who see esports to grow their skills and improve the

esports program will be more invested in it.

2.3.7 Inclusive environment

Students across America are constantly engaged with

video games at home. According to the Pew Research

Center overall, 84% of teens say they have or have

access to a game console at home, and 90% say they

play video games of any kind (whether on a

computer, game console, or cellphone) (Teens, Social

Media & Technology, 2018). This implies that

students are knowledgeable about gaming and eager

to interact with video games. Our secondary schools

have the unique opportunity to harness students’

interest in video games and create clubs that are

inclusive to those who are interested. Gaming has the

potential to cross social groups and genders. The Pew

Research Center found that while a substantial

majority of girls report having access to a game

console at home (75%) or playing video games in

general (83%), those shares are even higher among

boys. Roughly nine in ten boys (92%) have access to

a game console at home, and 97% say they play video

games in some form or fashion (Teens, Social Media

& Technology, 2018). The unique opportunity to

have team rosters of both male and female students

tear down gender stereotypes and build inclusivity. 14

Esports teamwork happens in a highly

competitive, stressful, and intense virtual

environment that requires fast decision-making and

response rates associated with physical activities,

making them action oriented. Esports offers a

valuable and unique opportunity to further explore the

social and organizational processes of team formation

and team coordination (Freeman & Wohn, 2019).

This would open opportunities for students who do

not traditionally participate in after-school activities

to join an organized and competitive sport.

Additionally, students will have the opportunity to

build on their 21st-century skills (communication,

critical thinking, collaboration, and creativity) in their

esports teams. Esports teams will also have the

opportunity to interact with their peers, learn from

one another, and collaborate in a competitive

environment to challenge their gaming skills and

build camaraderie with one another.

2.3.8 Social and Emotional Learning (SEL)

Esports clubs in secondary schools can serve as

spaces for social and emotional learning. Martoncik's

(2015) study suggests that esports is not only about

the computer games and playing itself, but it can also

serve as a means of satisfying various needs, e.g. the

need to belong by forming friendly relationships

through the membership of in-game teams and

participation in LAN parties, or by satisfying the need

for power through upholding the position of a game

team leader and determining its course of action.

Students use esports in a social aspect: to create a

community of support and collaboration to be the best

and work together as a team. This goes beyond just

providing a space for students to play video games,

whereas students are learning from one another and

the teacher can serve as a coach to guide students

through the competitive atmosphere. Esports are

predominantly motivated by the desire for social

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contact, for which the party creates suitable

conditions (the opportunity to meet other players,

cooperation between them, and mutual

communication) and less by the desire for competing

and winning (Martoncik, 15 2015). This goes against

the negative belief that esports programs are just

where students play video games.

In addition to private chat or messaging

applications such as Skype or Discord, social media

was a means of ‘public’ communication that went

beyond single instances of interaction. Teammates

‘friended’ each other on Facebook and were able to

build personal relationships beyond dyadic or team

interaction, since they could access a more

comprehensive image of their teammates’ social lives

(Freeman & Wohn, 2018). Communicating and

building relationships beyond the esports club can

help students connect and allow learning networking

skills.

2.3.9 Influence on School Culture

The integration of esports in K-12 education

significantly influences school culture by fostering

inclusivity and enhancing student engagement. As

esports programs gain traction, they attract a diverse

group of students who may not typically participate

in traditional sports or extracurricular activities,

creating new opportunities for engagement and

belonging (Funk et al., 2018). Moreover, esports can

serve as a bridge between digital and physical

interactions, integrating aspects of digital literacy and

teamwork into school culture, which are essential

skills in the 21st century (Jenny et al., 2017). By

promoting a culture of collaboration and strategic

thinking, esports programs can enhance the overall

educational experience and contribute to a positive

school climate.

Additionally, the presence of esports in schools

can reshape traditional perceptions of competition

and achievement. Unlike conventional sports, esports

does not prioritize traditional physical abilities

allowing students to demonstrate their skills in

strategic thinking, problem-solving, and technology

use (Smith & Abrams, 2022). By embracing esports,

schools not only adapt to the evolving interests and

needs of students but also cultivate a culture that 16

values innovation, adaptability, and continuous

learning, ultimately preparing students for future

challenges both within and outside education.

2.3.10 Student-Student Relationships

The case for scholastic esports to be broadly adopted

in K-12 schools exists in the merits of creating

inclusive environments creating safe and intentional

social and emotional learning space and opportunity

to learn career and technical skills needed in several

industries. Building coaches at the secondary level

and creating a community atmosphere are paramount

for the success of the esports program. Secondary

schools should capitalize on this growing trend to

engage both male and female students who are

already playing video games during their own time.

Unlike traditional classroom settings, esports

provides an environment where students can engage

collaboratively in team-based activities, enhancing

their communication and teamwork skills (Jenny et

al., 2017). These interactions help build social

connections among students, breaking down barriers

between different social groups and promoting

inclusivity (Funk et al., 2018). This community

aspect of esports is particularly beneficial for students

who may feel marginalized or disconnected in

traditional school settings, offering them a platform

to express themselves and find belonging

2.3.11 Educator-Student Dynamics

Esports allows educators to connect with students

through a shared interest in gaming, creating a more

relatable and engaging learning environment

(Anderson, 2020). By stepping into roles as coaches

and mentors, educators can support students in

developing critical life skills such as teamwork,

strategic thinking, and digital literacy, which are

integral to both academic and personal success. This

collaborative approach encourages educators to

facilitate student-led 17 learning experiences,

promoting a culture of mutual respect and open

communication (Smith & Abrams, 2022). Through

esports, educators can foster a supportive

environment that emphasizes the importance of both

individual performance and collective achievement,

enhancing students’ educational experiences (Geneva

2023).

Additionally, esports in education provides a

platform for educators to promote inclusivity and

social-emotional learning. By leveraging the

engaging aspects of esports, educators can create

learning experiences that are not only educational but

also personally meaningful for students, encouraging

them to take an active role in their learning and

development (Geneva 2023). Ultimately, the

integration of esports in K-12 education enriches

educator-to-student relationships by promoting

innovative teaching practices that align with the

interests and needs of today’s students.

Esports Impact on School Culture and Climate in K-12 Schools: A Literature Review

279

2.3.12 Benefits and Challenges

The integration of esports into K-12 education

presents a unique combination of benefits and

challenges, offering innovative opportunities for

student engagement while also requiring careful

consideration of implementation strategies. On the

one hand, esports can significantly enhance student

motivation and participation by tapping into their

interests in digital gaming, promoting the

development of valuable skills such as teamwork,

strategic thinking, and digital literacy (Funk et al.,

2018). These programs provide an inclusive platform

for students who may not be involved in traditional

sports, fostering a sense of belonging and community

(Jenny et al., 2017. Schools must balance these

factors by implementing policies that prioritize

student well-being and create supportive

environments for all participants (Anderson & Dill,

2020). As esports continues to gain popularity,

understanding these benefits and challenges is crucial

for educators aiming to use this dynamic tool to

enhance educational outcomes.

2.3.13 Advantages of Esports Integration

Algorithms and Listings captions should be properly

A qualitative study of the forms of participation

characterizing collegiate and professional esports

(Steinkuehler, 2018) found that, by 2017, the esports

ecosystem was comprised of a broad collection of

coordination and production roles that went well

beyond competitive gameplay to include strategists,

content creators, entrepreneurs, and organizers. One

significant benefit is the ability of esports programs

to engage students who may not traditionally

participate in school activities. These programs

appeal to students who have interests in digital

technology and gaming, providing them with a

platform to express these passions in a constructive

and educational setting (Funk et al., 2018). Moreover,

the collaborative nature of esports encourages

students to communicate effectively and build strong

relationships with peers, enhancing their social skills

and contributing to a positive school culture (Jenny et

al., 2017).

Beyond engagement and skill development,

esports integration in K-12 education can also

positively impact students' academic performance

and motivation. The competitive aspect of esports can

motivate students to improve their academic

performance to maintain eligibility for participation,

like traditional sports (Martončik, 2015).

Additionally, esports can serve as a gateway to STEM

(Science, Technology, Engineering, and

Mathematics) disciplines, as many esports-related

skills and careers require a strong foundation in these

areas (Li & Lutz, 2018). This connection can inspire

students to pursue further studies and careers in

STEM fields, addressing the growing demand for

skilled professionals in the digital economy

(Newhouse, 2017). By integrating esports into the

curriculum, schools can leverage students' interests to

drive educational outcomes, making learning more

relevant and engaging for today's digital natives.

2.3.14 Drawbacks and Concerns

The implementation of esports in K-12 education also

presents unique challenges that educators must

address to maximize its benefits. One such challenge

is ensuring that esports programs are inclusive and

accessible to all students, regardless of

socioeconomic background or gaming experience.

Additionally, schools must balance screen time with

other educational activities and ensure that gaming

remains a positive and constructive experience for

students (Anderson & Dill, 2000). Effective

integration of esports into educational contexts

requires careful planning and the development of

policies that promote healthy gaming habits while

leveraging the educational potential of esports

(Rothwell, Shaffer, & Stevens, 2017).

However, the integration of scholastic esports

into K-12 education is not without its challenges.

Schools must navigate issues such as ensuring

equitable access to gaming resources and managing

screen time effectively (Trotter et al., 2022)

Additionally, educators must be mindful of the

potential for negative behaviors, such as aggression

or cyberbullying, which can arise in competitive

gaming environments (Anderson & Dill, 2000). To

address these challenges, schools need to implement

clear policies and provide guidance to students on

healthy gaming practices (Rothwell & Shaffer, 2019).

By thoughtfully integrating esports into the

educational framework, schools can harness its

potential to enrich the learning experience and

prepare students for future success.

3 CONCLUSION

As esports continue to gain prominence in K-12

education, understanding their impact on school

culture and climate is crucial. This prospectus

outlines the future implications, research questions,

and theoretical framework for a dissertation aimed at

exploring these impacts. With a focus on inclusivity,

engagement, and skill development, the research will

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provide valuable insights into the role of esports in

shaping the future of education. Table 1 summarizes

some of 20 the advantages/benefits along with

drawbacks/concerns discussed in this literature

review, much research and potential studies are

needed to continue to truly paint a picture on what a

truly effective scholastic esports program looks like.

My dissertation aims to shed light to the missing and

needed research on how esports impact school culture

and climate in K-12 schools.

Table 1:

Literature Review Themes Table.

Advantages/Benefits Drawbacks/Concerns

Enhanced Student

Engagement

Esports attract students

who may not participate

in traditional activities,

increasing overall

engagement (Jenny et

al., 2017).

Screen Time

Management

Excessive screen time

may lead to negative

health impacts if not

properly managed

(Anderson & Dill,

2000).

Skill Development

Students develop skills

in teamwork, strategic

thinking, and digital

literacy (Funk et al.,

2018). Esports require

effective

communication and

teamwork, enhancing

students' social skills

and ability to

collaborate (Thompson

& Ta

lor, 2020).

Potential for Addiction

There is a risk of

gaming addiction,

which can affect

students' academic

performance and social

life (Li & Lutz, 2018). |

Inclusivity and

Community Building

Esports foster

inclusivity by providing

opportunities for

diverse student groups

to participate and

connect (Jenny et al.,

2017). By providing

new outlets for student

involvement, esports

can boost overall school

spirit and engage-ment

(Funk et al., 2018).

Resource Allocation

Need for advanced

technology and

specialized training for

educators to support the

sustainable growth of

esports programs in

schools (Taylor, 2012).

Pathway to STEM

Careers

Esports can inspire

interest in STEM fields,

preparing students for

future careers

(Newhouse, 2017).

Cyberbullying and

Negative Behavior

Competitive

environments may

foster cyberbullying or

negative behavior if not

supervised (Johnson,

2020).

Motivation for

Academic

Improvement

Participation can

motivate students to

maintain academic

eligibility, like

traditional sports

(Martončik, 2015).

Overemphasis on

Competition

The focus on

competition may lead to

stress and burnout

among students

(Colwell & Kato,

2003).

ACKNOWLEDGEMENTS

I would like to thank my advisor Dr. Brett Shelton

along with my committee members Dr. Baek and Dr.

Uribe-Florez.

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