Purpose

Research on knowledge creation within eSports learning is scarce. This study extends the understanding of competition-oriented collaborative learning in eSports by examining the relationship between the dynamics of knowledge creation modes and the continuum of the motivational profile, along with the moderating effects of mutualistic co-presence therein.

Design/methodology/approach

Participants were recruited from the community of massively multiplayer online gamers (MMOGs). Through a quantitative survey, their motivations (i.e. self-extrinsic, self-intrinsic, peer-extrinsic and peer-intrinsic motivations), knowledge creation involvements (i.e. internalization, externalization, combination and socialization) and perception of mutualistic benefit of self and peers were captured for hypothesis testing.

Findings

Significant and positive direct relationships were observed between four motivations and four knowledge creation modes. The mutualistic co-presence positively moderated the positive relationship between the self-extrinsic, peer-extrinsic and peer-intrinsic motivations and socialization. When mutualistic self-benefit were outweighed, peer-extrinsic motivated gamers became less likely to perform internalization, whereas self-extrinsic and peer-extrinsic motivated gamers were less likely to perform combination.

Originality/value

This study is among the first to rationalize the relationship between motivational profile and the dynamics of knowledge creation in eSports learning. The conceptualization of the new construct – mutualistic co-presence – using the ecological concept of symbiosis is uncommon in prior literature. The findings also demonstrate that the four modes of knowledge creation in eSports learning are continuous and interwoven; they can be initiated at any point and do not necessarily occur in a specific sequence.

中文翻译：

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电子竞技中的动机概况和知识创造：研究互惠共存的作用

目的

关于电子竞技学习中知识创造的研究很少。本研究通过研究知识创造模式的动态性与动机概况的连续性之间的关系，以及其中互利共存的调节作用，扩展了对电子竞技中以竞争为导向的协作学习的理解。

设计/方法论/途径

参与者是从大型多人在线游戏玩家 (MMOG) 社区中招募的。通过定量调查，了解他们的动机（即自我外在动机、自我内在动机、同伴外在动机和同伴内在动机）、知识创造投入（即内化、外化、组合和社会化）以及自我与同伴互惠互利的感知。捕获用于假设检验。

发现

在四种动机和四种知识创造模式之间观察到显着且积极的直接关系。互利共存正向调节自我外在、同伴外在和同伴内在动机与社会化之间的正向关系。当互利的自我利益被压倒时，同伴外在动机的游戏玩家不太可能进行内化，而自我外在和同伴外在动机的游戏玩家则不太可能进行组合。

原创性/价值

这项研究是第一个合理化电子竞技学习中动机概况与知识创造动态之间关系的研究之一。使用共生生态概念对新结构——互惠共存——的概念化在之前的文献中并不常见。研究结果还表明，电子竞技学习中的四种知识创造模式是连续且相互交织的；它们可以在任何时候启动，并且不一定按特定顺序发生。