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This study, conducted from February 2020 to February 2022, applies constructivist grounded theory approach to the data gathered during participant observation and ethnographical research connected with electronic sports in Poland and Hong Kong. The research involved looking at the data on selected Twitch channels as well as social media communication of leading eSports brands and incentives (including Talon Esports in Hong Kong and ESL Gaming in Poland). The overarching aim of the study was to compare the divergent dynamics of eSports cultures in various digital media ecosystems. Key contributions of this paper to eSports-oriented game studies involve the application of comparative approach and focus on the interconnectedness of fans’ digital labor with the physical and digital spaces dedicated to electronic sports. [ABSTRACT FROM AUTHOR]

This study, conducted from February 2020 to February 2022, applies constructivist grounded theory approach to the data gathered during participant observation and ethnographical research connected with electronic sports in Poland and Hong Kong. The research involved looking at the data on selected Twitch channels as well as social media communication of leading eSports brands and incentives (including Talon Esports in Hong Kong and ESL Gaming in Poland). The overarching aim of the study was to compare the divergent dynamics of eSports cultures in various digital media ecosystems. Key contributions of this paper to eSports-oriented game studies involve the application of comparative approach and focus on the interconnectedness of fans' digital labor with the physical and digital spaces dedicated to electronic sports. [ABSTRACT FROM AUTHOR]

Hybrid classroom, which combines face-to-face and online learning, is becoming a popular way of delivering courses in higher education and a subject of growing interest in academic literature. At the same time, the ongoing development of digital educational resources and a trend of openness in systems and education gives open educational resources an increasingly important role in democratising learning. The purpose of this study is to present the approach that combines hybrid classroom and open educational resources developed at one higher education institution in Hong Kong and to investigate the students’ views towards the approach. A questionnaire inquiring students' affection towards hybrid classroom and open educational resources has been administered to postgraduate students of the knowledge management programme and related critical factors have been identified and discussed. Results show that the adopted approach enriches students’ learning experience by providing a variety of benefits, such as allowing diverse methods and modes of delivery and enabling more flexible, self-controlled, and self-paced learning. Particularly promising seems to be the positive experience from joining the co-located and distance learners, with providing potential advantages such as cross-cultural learning. Moreover, students reported that their learning experience was enhanced with open educational resources. However, some challenges, of technical and pedagogical nature, have been identified, which require further considerations of curriculum design to facilitate hybrid classroom (and use of open education resources) optimally. [ABSTRACT FROM AUTHOR]