An Empirical Study on the Influence of Mobile Games and Mobile Devices for Contemporary Students' Education and Learning Behavior

Introduction

This paper analyzes mobile games’ impact on contemporary students’ learning behavior. With the widespread popularity of wireless networks and the expanding mobile game market, “playing games” has become a leisure choice for almost all ages. Some people use mobile games as a tool for entertainment. Some people have been addicted to games for a long time and often invest their funds in mobile games (Anwar et al., 2020). Besides leisure functions, games can also provide people with certain educational functions. Educational games help and support player learning through scaffolds. During the game, players can complete many learning behaviors according to the specific tasks in the game, such as idiom elimination games. During the game, players can complete the familiarization and use of Chinese idioms. Mobile games have many implications for learning behavior in education. Mobile devices and social media are essential educational tools (Chen et al., 2022). Educational games make it possible to “learn by playing.” Therefore, how to make mobile games a favorable “assistant” in the education process has become one of the common concerns of society.

Maskeliunas et al. (2020) concluded that current primary school teachers lacked innovation and dynamism in the classroom. They followed the traditional “I had the final say” model and failed to inspire students to think about problems in class. There was no interaction between students and teachers. The modern classroom should be exploratory and lighthearted (Maskeliunas et al., 2020). Many studies have analyzed the use of games in education. Cheung and Ng (2021) implemented a “Comparative Media Studies Program” that attempts to make mobile game development an important part of student learning behavior. A typical student-developed game called “Revolution” has been successfully used in history classrooms in some middle schools in the United States (Cheung & Ng, 2021). Jylha and Hamari (2020) constructed an environmental model of the impact of mobile gaming applications on students’ learning behavior. They elaborated on the theory, technical methods, research directions, and resource platforms of mobile learning (Jylha & Hamari, 2020). In addition to primary and secondary school students, mobile gaming platforms for college students have also been studied. Javaid (2017) provided minority learning strategies from multiple perspectives, including curriculum design, media design, and communication design, based on the current learning behavior of college students and the context of the booming modern mobile learning. Javaid noted the platform design of mobile learning was driven by the system platform of mobile learning, including technology and application innovation (Javaid, 2017). Meishar-Tal and Ronen (2016) proposed a model structure for techniques related to the impact of modern mobile games on contemporary students’ learning behavior. They discussed and analyzed each model structure’s primary functions, key technologies, application scenarios, and related technologies (Meishar-Tal & Ronen, 2016). In addition, Izaguirre et al. (2021) created a platform for “communicating with each other and realizing desires,” which is the basic concept and core feature of “second life.”