Determinants of eSports Adoption in Higher Education: A Conceptual Review

Abstract

The rapid institutionalization of eSports in universities has shifted competitive gaming from a student-led activity into a structured campus initiative involving curriculum innovation, student affairs programming, facilities investment, and industry partnerships. Despite growing interest, higher education institutions adopt eSports unevenly due to differences in perceived value, implementation readiness, and stakeholder acceptance. This conceptual review synthesizes key determinants of eSports adoption in higher education by integrating evidence across technology adoption, organizational readiness, and socio-cultural legitimacy perspectives. Drawing on dominant lenses such as the Technology Acceptance Model (TAM)/UTAUT, institutional theory, and student engagement scholarship, the paper organizes determinants into five domains: (1) individual-level perceptions (usefulness), (2) institutional readiness (leadership support), (3) technological and infrastructural capacity (equipment), (4) educational alignment (co-curricular outcomes), and (5) environmental legitimacy (community acceptance). The review culminates in an integrative conceptual framework and a set of propositions to guide future empirical research and assist institutional decision-makers in planning sustainable eSports initiatives.