How society’s negative view of videogames can discourage brands from sponsoring eSports

The purpose of this research was to identify the main motives that contribute to society’s negative view of videogames and that present a risk to the eSports sponsors’ image. To achieve this, an exploratory, qualitative, and integrative literature review was conducted. According to the theoretical data, there are four main reasons why society has a negative perception of videogames. It is commonly believed that: (1) gaming is an unproductive activity, (2) violent videogames incite aggressive behaviors, (3) videogames lead to gaming-addiction, and (4) eSports lead to eSports-related gambling addiction. However, while the literature presents convincing evidence that gaming can create addiction and that eSports can promote gambling addiction, there is no conclusive evidence to assume that violent videogames lead to aggressiveness and there is evidence showing that playing videogames can be a productive activity. Nevertheless, these four beliefs are a threat to the eSports sponsors’ image and may lead them to cancel their existing sponsorships or lead other brands to not want to sponsor eSports to prevent being associated with these negative notions. This research will help expand the minor literature on eSports sponsorships and advance the knowledge of why some eSports sponsorships are terminated and why some brands may be reluctant to sponsor eSports.info:eu-repo/semantics/publishedVersio

Teaching digital fiction: integrating experimental writing and current technologies

Today’s creative writers are immersed in a multiplicative, multimodal—digital—universe. It requires “multiliteracies”, all in a constantly and rapidly evolving technological environment, which are not yet fundamentally integrated into the basic literacy skills entrenched in school learning. How can creative writing instructors in higher education best prepare their students for the real-world contexts of their creative practice? One approach is to integrate the creative writing workshop with a focus on digital and interactive design. This paper outlines a module incorporating multiple literacies into a creative writing course, Playable Fiction, noting the affordances, limitations, and benefits of teaching workshops for writing digital fiction (“born-digital” fiction, composed for and read on digital devices). The researcher took an ethnographical approach to the question, designing a module to encourage creative writing students to experiment with digital fiction, and observing the effects on the students’ attitudes and their coursework. Included is a discussion of the benefits to students of developing multiliteracies and considerations for teaching, including issues of technical know-how and the lack of infrastructural support