Impact of Mobile Computing and Gamification toward Teenager’s Characteristic Development and Personality: Proposed Framework

Authors

Hassan Saleh

Fakulti Pengurusan Teknologi dan Teknoushawanan, Universiti Teknikal Malaysia Melaka (Malaysia)

Nur Afiqah Khumairah Abd Karim

Fakulti Pengurusan Teknologi dan Teknoushawanan, Universiti Teknikal Malaysia Melaka (Malaysia)

Article Information

DOI: 10.47772/IJRISS.2026.10100406

Subject Category: Management

Volume/Issue: 10/1 | Page No: 5291-5299

Publication Timeline

Submitted: 2026-01-23

Accepted: 2026-01-28

Published: 2026-02-09

Abstract

This study explores the impact of mobile computing and gamification on teenagers characteristic development and personality. It aims to understand how the use of mobile devices and gamified experiences influences various aspects of teenagers' development, including their cognitive, emotional, social, and academic domains. The study considers the influence of mobile computing and gamification on personality traits such as creativity, curiosity, and risk-taking behavior, as well as their impact on critical thinking skills, problem-solving abilities, and information processing. Additionally, it examines the relationship between mobile computing, gamification, and teenagers' social behavior, online interactions, and digital citizenship. The study also addresses potential risks and challenges associated with these technologies, including cyberbullying, privacy concerns, and excessive screen time. Furthermore, the study explores the role of parental guidance and family dynamics in shaping teenagers' technology use and engagement with gamification. Ethical considerations and implications are also discussed, including privacy, data security, and equity. By providing a comprehensive understanding of the impact of mobile computing and gamification on teenager characteristic development and personality, this study aims to inform strategies for promoting healthy and beneficial technology use among teenagers.

Keywords

Mobile computing; Gamification; Teenagers; Characteristic development

Downloads

References

1. Ahad, A., Langove, S. A., Kakar, A., & Rubab, U. E. (2025). The Impact of Educational Psychology on Enhancing Student Motivation and Academic Achievement in Secondary Schools. Journal of Social Horizons, 2(2), 342-350. [Google Scholar] [Crossref]

2. Akter, M., Godfrey, A. J., Kropczynski, J., Lipford, H. R., & Wisniewski, P. J. (2022). From parental control to joint family oversight: Can parents and teens manage mobile online safety and privacy as equals?. Proceedings of the ACM on Human-Computer Interaction, 6(CSCW1), 1-28. [Google Scholar] [Crossref]

3. Ali, R. F., Ali, S. R., & Butt, A. R. (2024). Impact Of Gamification On Children's Physical And Mental Health: Benefits And Risks. International Research Journal of Social Sciences and Humanities, 3(3), 102-122. [Google Scholar] [Crossref]

4. Antonopoulou, H., Halkiopoulos, C., Gkintoni, E., & Katsibelis, A. (2022). Application of gamification tools for identification of neurocognitive and social function in distance learning education. International Journal of Learning, Teaching and Educational Research, 21(5), 367-400. [Google Scholar] [Crossref]

5. Edwards, E. J., Taylor, C. S., & Vaughan, R. S. (2022). Individual differences in self-esteem and social anxiety predict problem smartphone use in adolescents. School Psychology International, 43(5), 460-476. [Google Scholar] [Crossref]

6. Fathurohman, F., Marzuki, M., & Baharta, R. (2023). The influence of social media use on the self-perception and social relations of teenagers in the digital era. Jurnal Kajian Pendidikan Dan Psikologi, 1(2), 111-119. [Google Scholar] [Crossref]

7. Ferraz, R., Ribeiro, D., Alves, A. R., Teixeira, J. E., Forte, P., & Branquinho, L. (2024). Using Gamification in Teaching Physical Education: A survey review. Montenegrin Journal of Sports Science & Medicine, 13(1). [Google Scholar] [Crossref]

8. George, A. S., George, A. H., Baskar, T., & Shahul, A. (2023). Screens steal time: How excessive screen use impacts the lives of young people. Partners Universal Innovative Research Publication, 1(2), 157-177. [Google Scholar] [Crossref]

9. Getenet, S., Cantle, R., Redmond, P., & Albion, P. (2024). Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. International Journal of Educational Technology in Higher Education, 21(1), 3. [Google Scholar] [Crossref]

10. Giletta, M., Choukas-Bradley, S., Maes, M., Linthicum, K. P., Card, N. A., & Prinstein, M. J. (2021). A meta-analysis of longitudinal peer influence effects in childhood and adolescence. Psychological bulletin, 147(7), 719. [Google Scholar] [Crossref]

11. Girela-Serrano, B. M., Spiers, A. D., Ruotong, L., Gangadia, S., Toledano, M. B., & Di Simplicio, M. (2024). Impact of mobile phones and wireless devices use on children and adolescents’ mental health: a systematic review. European child & adolescent psychiatry, 33(6), 1621-1651. [Google Scholar] [Crossref]

12. Gkintoni, E., Vantaraki, F., Skoulidi, C., Anastassopoulos, P., & Vantarakis, A. (2024). Promoting physical and mental health among children and adolescents via gamification—A conceptual systematic review. Behavioral Sciences, 14(2), 102. [Google Scholar] [Crossref]

13. Hellín, C. J., Calles-Esteban, F., Valledor, A., Gómez, J., Otón-Tortosa, S., & Tayebi, A. (2023). Enhancing student motivation and engagement through a gamified learning environment. Sustainability, 15(19), 14119. [Google Scholar] [Crossref]

14. Huang, X., & Lajoie, S. P. (2023). Social emotional interaction in collaborative learning: Why it matters and how can we measure it?. Social Sciences & Humanities Open, 7(1), 100447. [Google Scholar] [Crossref]

15. Huda, M., Jasmi, K. A., Hehsan, A., Mustari, M. I., Shahrill, M., Basiron, B., & Gassama, S. K. (2017). Empowering children with adaptive technology skills: Careful engagement in the digital ınformation age. International electronic Journal of elementary education, 9(3), 693-708. [Google Scholar] [Crossref]

16. Indrajaya, M., Chao, W. H., Semwaiko, G. S., Pusparani, Y., & Yang, C. Y. (2024). Enhancing parent-child interaction through the gamification of parenting: An exploration of digital interventions. E-Learning and Digital Media, 20427530241310505. [Google Scholar] [Crossref]

17. Jiang, K., Zhou, H., Chen, X., & Zhang, H. (2021). Mobile edge computing for ultra-reliable and low-latency communications. IEEE Communications Standards Magazine, 5(2), 68-75. [Google Scholar] [Crossref]

18. Joshi, S. C., Woodward, J., & Woltering, S. (2023). Cell phone use distracts young adults from academic work with limited benefit to self-regulatory behavior. Current Psychology, 42(31), 27071-27087. [Google Scholar] [Crossref]

19. Kliziene, I., Cizauskas, G., Sipaviciene, S., Aleksandraviciene, R., & Zaicenkoviene, K. (2021). Effects of a physical education program on physical activity and emotional well-being among primary school children. International journal of environmental research and public health, 18(14), 7536. [Google Scholar] [Crossref]

20. Lamprinou, D., & Paraskeva, F. (2015, November). Gamification design framework based on SDT for student motivation. In 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL) (pp. 406-410). IEEE. [Google Scholar] [Crossref]

21. Lampropoulos, G., & Sidiropoulos, A. (2024). Impact of gamification on students’ learning outcomes and academic performance: A longitudinal study comparing online, traditional, and gamified learning. Education Sciences, 14(4), 367. [Google Scholar] [Crossref]

22. Laursen, B., & Veenstra, R. (2021). Toward understanding the functions of peer influence: A summary and synthesis of recent empirical research. Journal of Research on Adolescence, 31(4), 889-907. [Google Scholar] [Crossref]

23. Li, Y., Xu, Z., Hao, Y., Xiao, P., & Liu, J. (2022, April). Psychosocial impacts of mobile game on K12 students and trend exploration for future educational mobile games. In Frontiers in Education (Vol. 7, p. 843090). Frontiers Media SA. [Google Scholar] [Crossref]

24. Li, Z., Xie, S., & Chen, W. (2025). The influence of environment on adolescents’ physical exercise behavior based on family community and school micro-systems. Scientific Reports, 15(1), 12024. [Google Scholar] [Crossref]

25. Luo, Z. (2022). Gamification for educational purposes: What are the factors contributing to varied effectiveness?. Education and Information Technologies, 27(1), 891-915. [Google Scholar] [Crossref]

26. Manoharan, A., & Nagulapally, S. (2024). Adaptive gamification algorithms for personalized learning experiences in educational platforms. International Research Journal of Modernization in Engineering Technology and Science, 6(3), 2582-5208. [Google Scholar] [Crossref]

27. Masaeli, N., & Farhadi, H. (2021). Prevalence of Internet-based addictive behaviors during COVID-19 pandemic: A systematic review. Journal of addictive diseases, 39(4), 468-488. [Google Scholar] [Crossref]

28. Nakshine, V. S., Thute, P., Khatib, M. N., & Sarkar, B. (2022). Increased screen time as a cause of declining physical, psychological health, and sleep patterns: a literary review. Cureus, 14(10). [Google Scholar] [Crossref]

29. Nazneen, S. S. (2024). Integrating Gamification Into Curriculum Design: Enhancing Adolescent Students'decision Making, Problem Solving And Critical Thinking Capacities. mLAC Journal for Arts, Commerce and Sciences (m-JACS) ISSN: 2584-1920, 2(3), 7-12. [Google Scholar] [Crossref]

30. Pechenkina, E., Laurence, D., Oates, G., Eldridge, D., & Hunter, D. (2017). Using a gamified mobile app to increase student engagement, retention and academic achievement. International Journal of Educational Technology in Higher Education, 14(1), 31. [Google Scholar] [Crossref]

31. Prasad, K. (2021). Gamification and its applications. Journal of Business Strategy, Finance and Management, 2(2). [Google Scholar] [Crossref]

32. Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371-2391. [Google Scholar] [Crossref]

33. Ramzan, M., Zafar, M. J., Naseeb, S., Naveed, Z., Saqib, M., & Qadeer, M. (2025). Study Of Effectiveness Of Gamification And Its Impact On The Education: A Review. Contemporary Journal of Social Science Review, 3(2), 995-1006. [Google Scholar] [Crossref]

34. Ricoy, M. C., & Martínez-Carrera, S. (2021). Digital newspapers’ perspectives about adolescents’ smartphone use. Sustainability, 13(9), 5316. [Google Scholar] [Crossref]

35. Sabri, S. M., Ismail, I., Annuar, N., Rahman, N. R. A., Abd Hamid, N. Z., & Abd Mutalib, H. (2024). A conceptual analysis of technology integration in classroom instruction towards enhancing student engagement and learning outcomes. Integration, 9(55), 750-769. [Google Scholar] [Crossref]

36. Sala, A., Porcaro, L., & Gómez, E. (2024). Social media use and adolescents' mental health and well-being: an umbrella review. Computers in Human Behavior Reports, 14, 100404. [Google Scholar] [Crossref]

37. Saleh, H. (2020). Enhance small medium enterprise (SMES) family business in Malaysia through e-marketing strategies. International Journal of Scientific & Technology Research, 9(2), 33206-33209. [Google Scholar] [Crossref]

38. Saleh, H., & Rajandran, T. (2024). Relationship between Non-Muslim consumer intention to purchase Halal Products with Halal Awareness, Halal Certification, Halal Marketing and Halal Knowledge: Systematic Review. International Journal of Academic Research in Business and Social Sciences, 14(9), 416-426. [Google Scholar] [Crossref]

39. Saleh, H., & Shahidan, N. S. (2023). Work Stress and Its Impact on Employee Performance, Turnover, and Absenteeism: A Comprehensive Study at E & E Manufacturing. International Journal of Magistravitae Management, 1(2), 70-80. [Google Scholar] [Crossref]

40. Saleh, H., & Wahab, N. A. A. (2024). Employers’ Perspectives on Skills Falling Short, HEIs’ Education System, and Graduates’ Attributes: A Proposed Framework. International Journal of Academic Research in Business and Social Sciences, 14(8), 93-107. [Google Scholar] [Crossref]

41. Saleh, H., & Wahab, N. A. A. (2025). Employers’ Perspectives on Malaysian Graduates’ Skills: A Contemporary Study. Journal of TVET and Technology Review, 3(1), 16-23. [Google Scholar] [Crossref]

42. Samala, A. D., Bojić, L., Vergara-Rodríguez, D., Klimova, B., & Ranuharja, F. (2024). Exploring the impact of gamification on 21st-century skills: Insights from DOTA 2. International Journal of Interactive Mobile Technologies, 17(18), 33-54. [Google Scholar] [Crossref]

43. Sanjaya, K., Chandra, R., & Jose, J. (2023). The digital gaming revolution: An analysis of current trends, issues, and future prospects. Russian Law Journal, 11(1), 18-29. [Google Scholar] [Crossref]

44. Sharma, D., & Sharma, J. (2023). Evolution of gamification, its implications, and its statistical impact on the society. Journal of Visual and Performing Arts, 4, 8-20. [Google Scholar] [Crossref]

45. Shvets, T., Shestakova, S., Kryvoshlykov, S., Lohvynenko, V., & Butrynovska, U. (2024). Enhancing students' social abilities via cooperative learning and project-based teaching methods: Pedagogical approaches and beneficial outcomes. Multidisciplinary Reviews, 7. [Google Scholar] [Crossref]

46. Slamet, J., Basthomi, Y., Ivone, F. M., & Eliyanah, E. (2024). Unlocking the potential in a gamification-based MOOC: Assessing autonomous learning and self-directed learning behaviors. Teaching and Learning Inquiry, 12, 1-20. [Google Scholar] [Crossref]

47. Spil, T., Sunyaev, A., Thiebes, S., & Van Baalen, R. (2017). The adoption of wearables for a healthy lifestyle: can gamification help?. [Google Scholar] [Crossref]

48. Sumanasekera, I., Abd Hamid, J., Khatibi, A., & Azam, S. F. (2021). Involvement and style of parents on student motivation towards student performance with the moderating effect of academic causal factors: development of a conceptual model. Global Journal of Management and Business Research, 21(1), 10-24. [Google Scholar] [Crossref]

49. Tammisalo, K., & Rotkirch, A. (2022). Effects of information and communication technology on the quality of family relationships: A systematic review. Journal of Social and Personal Relationships, 39(9), 2724-2765. [Google Scholar] [Crossref]

50. Thurairasu, V. (2022). Gamification-based learning as the future of language learning: An overview. European Journal of Humanities and Social Sciences, 2(6), 62-69. [Google Scholar] [Crossref]

51. Vickery, J. R. (2012). Worth the risk: The role of regulations and norms in shaping teens’ digital media practices. [Google Scholar] [Crossref]

52. Wang, Y. P., & Wu, T. J. (2022). Effects of online cooperative learning on students’ problem-solving ability and learning satisfaction. Frontiers in Psychology, 13, 817968. [Google Scholar] [Crossref]

53. Wulan, D. R., Nainggolan, D. M., Hidayat, Y., Rohman, T., & Fiyul, A. Y. (2024). Exploring the benefits and challenges of gamification in enhancing student learning outcomes. Global International Journal of Innovative Research, 2(7), 1657-1674. [Google Scholar] [Crossref]

54. Zainuddin, Z. (2018). Students' learning performance and perceived motivation in gamified flipped-class instruction. Computers & education, 126, 75-88. [Google Scholar] [Crossref]

55. Zhang, X., & Qian, W. (2024). The effect of social support on academic performance among adolescents: The chain mediating roles of self-efficacy and learning engagement. PloS one, 19(12), e0311597. [Google Scholar] [Crossref]

56. Zhao, F. (2024). Gamification Design. In User Experience Methods and Tools in Human-Computer Interaction (pp. 373-441). CRC Press. [Google Scholar] [Crossref]

57. Zourmpakis, A. I., Kalogiannakis, M., & Papadakis, S. (2023). Adaptive gamification in science education: An analysis of the impact of implementation and adapted game elements on students’ motivation. Computers, 12(7), 143 [Google Scholar] [Crossref]

Metrics

Views & Downloads

Similar Articles