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E-sport – ”Jag ser den som vilken idrott som helst”: En kvalitativ studie om utbildning med E-sportprofil i svensk gymnasieskola
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
E-sport – ”I see it as any sport” : A qualitative study on education with E-sport in Swedish upper secondary school (English)
Abstract [sv]

Syfte och frågeställningar

Syftet med denna studie är att undersöka hur E-sportprofiler på svenska gymnasieskolor ser ut i förhållande till vilket lärande som sker genom datorspelande, hur skolorna och utbildningen arbetar med spelproblematik och hur utbildningens utformning ser ut.

  • På vilket sätt involverar lärare spelproblematik i sin undervisning?
  • Vad innebär och innefattar fenomenet E-sport som inriktning i svensk gymnasieskola?
  • Hur talar lärare kring vilket lärande och vilka lärprocesser som sker inom E-sportutbildningen?

Metod

Denna studie har genomförts med en kvalitativ ansats där semistrukturerade intervjuer gjorts med 6 lärare som arbetar på E-sportprofilerade skolor i Sverige. Intervjuerna genomfördes utifrån en intervjuguide där följdfrågor lades till för att komma så nära ämnet i fråga som möjligt. Ett teoretiskt ramverk i form av det sociokulturella perspektivet på lärande har använts som analysverktyg.

Resultat

Samtliga skolor arbetar i olika hög grad med spelproblematik, vilket inkluderar ett förbyggande perspektiv. Utbildningen skiljer sig åt mellan skolorna då profilen går under olika kurser eller helt utan kurs. En bidragande faktor till detta är att Skolverket inte har någon utformad kursplan för en E-sportprofil. Samtliga skolor hade ett bestämt och begränsat urval av spel för att effektivisera undervisningen. Lärarna talade kring många saker som lärs på utbildningen. Det som var gemensamt för samtliga var de kommunikativa och sociala vinningarna som elever får genom E-sport för deras framtida liv.

Slutsats

Utbildningens skillnader mellan skolorna beror på avsaknad av ämnesplan med inriktning E-sportprofil. Då E-sporten innefattar mer än bara spelande finns lärdomar som berör social interaktion, kommunikation och samarbete vilket kommer till nytta för elevers framtid. Spelproblematik behandlas av samtliga lärare men med olika innehåll, vilket ger olika typer av kunskap för eleverna.

Abstract [en]

Purpose and questions

The purpose of this study is to investigate the new phenomenon of E-sport in Swedish upper secondary school. We intend to look more closely at how the education is shaped and which courses it includes. It is our intention to find out which learning takes place in this education and how teachers talk about it. This is in relation to the qualities that pupils can take with them from the education in their future life. The last thing we intend to investigate is whether and, if so, how gaming problems are highlighted and taught for preventive purposes.

• What means and contains the phenomenon E-sport in the Swedish upper secondary school?

• How do teachers talk about what learning and learning processes take place in E-sports education?

• In what way do teachers involve gaming problems in their teaching?

Method

This study has been carried out with a qualitative approach where semi-structured interviews were conducted with 6 teachers who work at E-sport profiled schools in Sweden. The interviews were conducted on the basis of an interview guide where follow-up questions were added to get as close as possible to the subject in question. A theoretical framework in the form of the sociocultural perspective on learning has been used as an analysis tool.

Results

All schools work to varying degrees with gaming problems, which includes a preventive perspective. The education differs between the schools as the profile goes under different courses or completely without course. One contributing factor to this is that the National Agency for Education has no designed curriculum for an E-sport profile. All schools had a definite and limited selection of games to make the teaching more efficient. The teachers talked about many things that are taught in the education. What was common to all was the communicative and social gains that students receive through E-sports for their future lives.

Conclusion

The differences between the schools are due to the lack of a curriculum with an E-sport profile. As the E-sport involves more than just gaming, there are lessons that concern social interaction, communication and collaboration, which will benefit the students' future. Gaming problems are dealt with by all teachers but with different content, which gives different types of knowledge to the students.

Place, publisher, year, edition, pages
2019. , p. 52
Series
Examensarbete ; 2018:81
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:gih:diva-5694OAI: oai:DiVA.org:gih-5694DiVA, id: diva2:1302197
Educational program
Physical Education Teaching; Physical Education Teaching
Supervisors
Examiners
Available from: 2019-04-08 Created: 2019-04-03 Last updated: 2019-04-08Bibliographically approved

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