Moreover, its basic social manifestations can be summarized in four points: firstly, it creates and activates networks of thinking related to violent aggression secondly, it weakens the inhibition process of violence thirdly, the game’s violent reward rules allow aggressive behavior to be imitated and reinforced in the “mimetic environment ” and fourthly, the binary values of right and wrong in games can reduce young people’s empathy ( Elsherbiny and Al Maamari, 2021). Accordingly, violent behavior has become the main “product component” of mobile games “inflicted” on adolescents. Craig Anderson found that the “psychoanesthetic” mechanism of violent mobile games increases the physiological arousal of aggressive behavior, cognition, emotions, and violent impulses, and reduces pro-social behavior in adolescents ( Elsherbiny and Al Maamari, 2021 Kurt et al., 2022). The pioneers of communication science, Lazarsfeld and Merton, argued that modern mass media have a clear negative function of “psychoanesthesia.” Some violent mobile games reveal the nature of the “psychoanesthesia” function in another textual dimension: they create illusions through inexpensive and negative entertainment, thus eating away at the social mobility of those young people in an implicit cultural way ( Kurt et al., 2022).
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In addition, some young people indulge in mobile games due to lack of self-control, which not only result in harmful influence on their studies but also induces a series of negative social activities and social relationship ( Kurt et al., 2022). which implicitly affect the formation of the correct value system and the healthy development of their body and mind for these K12 students ( Destyanto et al., 2017). The main issue is that mobile games may contain unhealthy contents such as pornography, violence, ignorance, superstition, etc. When they play certain games for long periods of time their behavior and psychological state will be changed in a subtle way. Students in this age group usually have less self-control capability, and they are undoubtedly the biggest advocates of mobile game. K12 students are refer to the students in the age group from Kindergarten (usually 5–6 years old) to Grade 12 (usually 17–18 years old) ( Kurt et al., 2022). Yet in the perception of the public, mobile games have always seemed to be associated with various derogatory terms such as interfering with learning, addiction and violence. As a result mobile games are now refined to cover almost all age groups of the population, not just young people. Mobile games can be combined from different levels and content categories, covering different, personalities and preferences ( Martin et al., 2020).
This position paper aims to provide the insight of what psychosocial impacts that the current mobile games have on the student, and it may also serve as a reference for the how the game-based education has been developing according to the mobile technology wise.ĭue to the popularity of smart terminals and the advancement of 5G networks, mobile games are currently the most popular type of games, as well as profitable tools for major internet platforms. At the end of the paper, the future development of educational games and current limitations of mobile games are also given for the explorations of future trends of game-based education. The psychological and social problems that mobile games have brought to K12 students are analyzed from a neutral perspective.
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This paper summarizes the technological development of mobile games from the aspects of hardware and software in chronological order. K12 students usually have less self-control capability, and they are undoubtedly the biggest advocates of mobile games. Yet in the perception of the public, mobile games have always seemed to be associated with various derogatory terms such as interfering with learning, addiction, and violence. These games are even refined to cover almost all age groups of the population rather than the young people.
4Faculty of Public Health, Mahidol University, Nakhon Pathom, Thailand.3School of Chemistry and Biomolecules Engineering, National University of Singapore, Singapore, Singapore.2China Foreign Affairs University, Beijing, China.
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