The Role of Esports in Developing Problem-Solving and Decision-Making Skills among Hail University Students
Keywords:
video games; soft skills; problem-solving; decision-making; artificial intelligenceAbstract
As Information Technology and Artificial Intelligence have made deep inroads into all aspects of human life, they have taken over the entertainment industry, too. Playing video games is one of the major sources of entertainment for the young generation today. However, it is claimed that the impact of video games goes beyond mere entertainment, and that playing video games proves helpful in developing certain soft skills, such as language skills, problem-solving, and decision-making skills. The present paper is an outcome of a research study conducted to examine the impact of playing video games on the development of problem-solving and decision-making skills of adult learners. In a qualitative study using survey questionnaire and structured interviews as research tools, 60 university students participated to share their perceptions on the impact of video games on their problem-solving and decision-making skills. Afterwards, in structured interview sessions, a smaller cohort of 10 students expressed their opinions on the ways they transfer the skills gained by playing video games to real-life situations. The findings of the study show that playing video games helps develop certain transferrable soft skills among adult players. The findings are significant from both academic and social perspective as problem-solving and decision-making are the sought after skills in the present-day job market.
https://doi.org/10.26803/ijlter.24.6.36
References
Ahmed, A. A., Widodo, M., Komariah, A., Hassan, I., Sukmana, N., Ali, M. H., Abbas, A. K., & Rohi, A. (2022). Assessing the effects of gamification on developing EFL learners’ idiomatic knowledge: Do attitudinal factors contribute to the learning of the idioms with the game? Education Research International, 2482570. https://doi.org/10.1155/2022/2482570
Almusharraf, N. (2021). Incorporation of a game-based approach into the EFL online classrooms: Students’ perceptions. Interactive Learning Environments, 31(7), 4440–4453. https://doi.org/10.1080/10494820.2021.1969953
Aparicio, M., Bacao, F., & Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388-399. https://doi.org/10.1016/j.chb.2016.10.009
Baltezarevi?, B., & Baltezarevi?, V. (2019). eSports as a new playground. Facta Universitatis, 17(1), 23–30. https://doi.org/10.22190/FUPES190303005B
Barcomb, M., & Cardoso, W. (2020). Rock or lock? Gamifying an online course management system for pronunciation instruction. CALICO Journal, 37(2), 127–147. https://doi.org/10.1558/cj.36996
Bennacer, F. (2022). Playing online video games as a learning strategy to enhance EFL learners’ speaking skill. Milev Journal of Research & Studies, 8(1), 391-402. https://doi.org/10.58205/mjrs.v8i1.924
Bernhaupt R. (2010). User experience evaluation in entertainment. In R. Bernhaupt (Ed.), Evaluating user experience in games (pp. 3–7). Springer. https://doi.org/10.1007/978-1-84882-963-3_1
Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2005). Motivation and cognitive engagement in learning environments. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 475–488). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.029
Cai, Z., Zhang, X., Liu, C., & Zhan, J. (2025). Effects of digital game-based learning on student's problem-solving ability: A three-level meta-analysis. Journal of Computer Assisted Learning, 41(2), e70002. https://doi.org/10.1111/jcal.70002
Calvo-Ferrer, J. R., & Belda-Medina, J. (2021). The effect of multiplayer video games on incidental and intentional L2 vocabulary learning: The case of Among Us. Multimodal Technologies and Interaction, 5(12), 80. https://doi.org/10.3390/mti5120080
Carstensdottir, E., Kleinman, E., Williams, R., & Seif El-Nasr, M. (2021). “Naked and on fire": Examining player agency experiences in narrative-focused gameplay.In Proceedings of the 2021 CHI conference on human factors in computing systems (pp. 1-13). https://doi.org/10.1145/3411764.3445540
Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: A comprehensive review of empirical evidence. Frontiers in Education, 9, 1395155. https://doi.org/10.3389/feduc.2024.1395155
Chapman, J. R., & Rich, P. J. (2018). Does educational gamification improve students’ motivation? If so, which game elements work best? Journal of Education for Business, 93(7), 315–322. https://doi.org/10.1080/08832323.2018.1490687
Clarke, R. I., Lee, J. H., & Clark, N. (2015). Why video game genres fail: A classificatory analysis. Games and Culture, 12(5), 445-465. https://doi.org/10.1177/1555412015591900
Dale G., & Green C. S. (2017). The changing face of video games and video gamers: Future directions in the scientific study of video game play and cognitive performance. Journal of Cognitive Enhancement, 1(3), 280–294.
https://doi.org/10.1007/s41465-017-0015-6
Darvenkumar, T., & Rajasekaran, W. C. (2023). Unlocking the power of online gaming: Exploring its potential as a language and communication tool in the English classroom - A survey. Studies in Media and Communication, 11(6), 197-207. https://doi.org/10.11114/smc.v11i6.6053
de Freitas, S. (2018). Are games effective learning tools? A review of educational games. Educational Technology & Society, 21(2), 74–84. https://doi.org/10.30191/ETS.201804_21(2).0006
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
Egenfeldt-Nielsen, S. (2006). Overview of research on the educational use of video games. Nordic Journal of Digital Literacy, 1(3), 184–214. https://doi.org/10.18261/issn1891-943x-2006-03-03
Eseryel, D., Law V., Ifenthaler D., Ge X., Miller R. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Educational Technology & Society, 17(1), 42–53.
Fabricatore, C. (2018). Underneath and beyond mechanics: An activity-theoretical perspective on meaning-making in gameplay. In B. Suter, M. Kocher, & R. Bauer (Eds.), Games and Rules: Game Mechanics for the “Magic Circle” (pp. 87-112). Bielefeld. https://doi.org/10.1515/9783839443040-006
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan.
Granic, I., Lobel A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69(1), 66-78. https://doi.org/10.1037/a0034857
Green, C., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534–537. https://doi.org/10.1038/nature01647
Gyaurov, D., Fabricatore, C., & Bottino, A. (2022). Features of entertainment digital games for learning and developing complex problem-solving skills: A protocol for a systemic review. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221128491
Han, R., Alibakhshi, G., Lu, L., & Labbafi, A. (2024). Digital communication activities and EFL learners' willingness to communicate and engagement: Exploring the intermediate language learners’ perceptions. Heliyon,10(3), e25213 https://doi.org/10.1016/j.heliyon.2024.e25213
Hobbs, M., Brown, E., & Gordon, M. (2006). Using a virtual world for transferable skills in gaming education. Innovation in Teaching and Learning in Information and Computer Sciences, 5(3), 1-13. https://doi.org/10.11120/ital.2006.05030006
Hubbard, P. (1991). Evaluating Computer Games for Language Learning. Simulation & Gaming, 22(2), 220-223. https://doi.org/10.1177/1046878191222006
Hung, H.-C., & Young, S. S.-C. (2015). An investigation of game-embedded handheld devices to enhance English learning. Journal of Educational Computing Research, 52(4), 548-567. https://doi.org/10.1177/0735633115571922
Hwang, G-J., Rahimi, M., & Fathi, J. (2024). Enhancing EFL learners’ speaking skills, foreign language enjoyment, and language-specific grit utilising the affordances of a MALL app: A microgenetic perspective. Computers & Education, 214, 105015. https://doi.org/10.1016/j.compedu.2024.105015
Kokkinakis A. V., Cowling P. I., Drachen A., Wade A. R. (2017). Exploring the relationship between video game expertise and fluid intelligence. PLoS One, 12(11), e0186621. https://doi.org/10.1371/journal.pone.0186621
Lie, A., Stephen, A., Supit, L. R., Achmad, S., & Sutoyo, R. (2022). Using strategy video games to improve problem solving and communication skills: A systematic literature review. In 4th International Conference on Cybernetics and Intelligent System. https://doi.org/10.1109/ICORIS56080.2022.10031539
Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis. SAGE Publications.
Nguyen, H., Harpstead, E., Wang, Y., & McLaren, B. M. (2018). Student agency and game-based learning: A study comparing low and high agency. In C. P. Rosé, R. Martínez-Maldonado, H. U. Hoppe, R. Luckin, M. Mavrikis, K. Porayska-Pomsta, B. McLaren, & B. du Boulay (Eds.), Artificial Intelligence in Education (pp. 338-351). Springer. International Conference on artificial intelligence in education, Springer, Cham (2018), pp. 338-351.
a. https://doi.org/10.1007/978-3-319-93843-1_25
Pasayat, A. K., Shrestha, M., Priya, P. P. (2025). Unleashing the possibilities of play: Analyzing the positive and negative consequences of multiplayer online gaming. Entertainment Computing, 52, 100898. https://doi.org/10.1016/j.entcom.2024.100898
Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
Salih, A. A., & Omar, L. I. (2024). Enhancing EFL learners’ engagement in situational language skills through clustered digital materials. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1439104
Toufik, G. M., & Hanane, S. (2021). Investigating the potential of online video games in enhancing EFL learners' communication skills. Universal Journal of Educational Research, 9(2), 292-298. https://doi.org/10.13189/ujer.2021.090205
Valls-Serrano, C., de Francisco, C., Caballero-Lopez, E., & Caracuel, A. (2022). cognitive flexibility and decision making predicts expertise in the MOBA esport, League of Legends. SAGE Open, 12(4). https://doi.org/10.1177/21582440221142728
Vnucko, G., Kralova, Z., & Tirpakova, A. (2024). Exploring the relationship between digital gaming, language attitudes, and academic success in EFL university students. Heliyon,10(13), e33301. https://doi.org/10.1016/j.heliyon.2024.e33301
Wagner, M. (2007). Competing in metagame gamespace: eSport as the first professionalized computer metagames. In F. von Borries, S. P. Walz, M. Bèottger (Eds.), Space Time Play: Computer Games, Architecture and Urbanism (pp. 182-185). Springer.
Xu, Z., Chen, Z., Eutsler, L., Geng, Z., & Kogut, A. (2020). A scoping review of digital game-based technology on English language learning. Educational Technology Research and Development, 68, 877–904.
https://doi.org/10.1007/s11423-019-09702-2
Xu, Z., Zdravkovic, A., Moreno, M., & Woodruff, E. (2022). Understanding optimal problem-solving in a digital game: The interplay of learner attributes and learning behavior. Computers and Education Open, 3, 100117. https://doi.org/10.1016/j.caeo.2022.100117
Zhang, S. & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13, 1030790. https://doi.org/10.3389/fpsyg.2022.1030790
Zhong, Y., Guo, K., Fryer, L. K., Chu, S. K. W., & Deng, H. (2024). More than just fun: Investigating students’ perceptions towards the potential of leveraging esports for promoting the acquisition of 21st century skills. Education and Information Technologies, 30, 1089–1121. https://doi.org/10.1007/s10639-024-13146-4
Zhong, Y., Guo, K., Su, J., & Chu, S. K. W. (2022). The impact of esports participation on the development of 21st century skills in youth: A systematic review. Computers & Education, 191, 104640. https://doi.org/10.1016/j.compedu.2022.104640
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Wadha Shabib Ali Alotaibi

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).