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. 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.
1School of Materials Science and Engineering, Nanyang Technological University, Singapore, Singapore.Yuanzhe Li 1*, Zezheng Xu 2, Yu Hao 3, Peng Xiao 4 and Jingyan Liu 5
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