ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
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Impact of Mobile Computing and Gamification toward Teenagers
Characteristic Development and Personality
Hasan Saleh
1*
, Nur Afiqah Khumairah
2
1 2
Fakulti Pengurusan Teknologi dan Teknousahawanan, Universiti Teknikal Malaysia Melaka
*
Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.92800008
Received: 01 November 2025; Accepted: 07 November 2025; Published: 18 December 2025
ABSTRACT
This study explores the impact of mobile computing and gamification on teenagers’ characteristic development
and personality, aiming 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. Influence
of these technologies on personality traits such as creativity, curiosity, and risk-taking behavior, as well as their
impact on critical thinking skills, problem-solving abilities, information processing, examining teenagers' social
behavior, online interactions, and digital citizenship. Potential risks and challenges, including cyberbullying,
privacy concerns, and excessive screen time, are addressed alongside the role of parental guidance and family
dynamics in shaping teenagers' technology use. Ethical implications, such as privacy, data security, and equity,
are discussed. Using survey data from 90 respondents, findings reveal, Teenager Behaviour (r = .255, p < .05)
and Influences in Learning Outcome & Academic Performance (r = .344, p < .01) have significant positive
relationships with Teenager Personality, Whereas Factor Influences Teenager Behaviour (r = .020, p > .05)
shows no significant relationship. Regression analysis further confirms learning outcomes and behavioural
impacts are key predictors of teenager personality development in the context of mobile computing and
gamification. Results suggest not all factors contribute equally, positive effects of technology use and improved
academic outcomes play a meaningful role in shaping teenagers’ personality traits, and providing insights for
promoting healthy and beneficial technology use among teenagers
Keywords: Mobile computing; Gamification; Teenagers; Characteristic development; Personality.
INTRODUCTION
Today, number of gamers and internet users are seeing rise in demand and addiction over time (Masaeli and
Farhadi, 2021). The contemporary period is the age of technology, thus youngsters are increasingly playing
games online. Digital gaming is becoming more popular all over the world (Sanjaya and Jose, 2023). The
unfavorable effect creates a number of side effects harm teenagers and their ties to their families. Teenagers now
play digital and online games instead of traditional playground and street activities, and their enthusiasm for
digital gaming addiction which is developing and being utilized excessively and impulsively (Danish, 2023).
Gamification comes from the computer gaming industry and uses game elements in non-game situations to keep
people engaged, solve challenges, and guide behavior (Prasad, 2021). Gamification mainly works by appealing
to natural human needs such as competition, achievement, recognition, and self-expression (Zhao, 2024).
Gamification is quickly making the transition from gaming to the office (Sharma, 2023).
Analyzing educational practices and the courses offered by institutions provides valuable insight into how
gamification integrates game design, game thinking, and game mechanics to enhance non-game contexts (Luo,
2022). Gamification mainly works by using game mechanics to improve situations, which can help boost
adolescents’ cognitive development (Antonopoulou et al. 2022).
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
Page 64
www.rsisinternational.org
Excessive use of mobile phones among teenagers has become a growing concern in todays digital age (Nakshine
et al, 2022). Easy access to mobile computing devices, teenagers are increasingly spending excessive amounts
of time engaged with their phones, which can have detrimental effects on their well-being and development
(Gierella-Serrano et al. 2024).
Teenagers lack of self-regulation in mobile computing and gamification poses serious risks to their well-being
and development (Sala et al. 2024). As smartphones and gamified apps become more common, they are often
drawn to engage in these activities excessively and impulsively.
This study try to explore the relationship between mobile computing, gamification, and teenagers' social
behavior, including their online interactions, social media usage, and digital citizenship.
Problem Statement
Growing influence of mobile computing and gamification have a significant impact on how teenagers develop
their personalities and navigate their daily lives (Li et al. 2022). Widespread access to smartphones and tablets,
teens are constantly engaged with digital tools for entertainment, education, and communication (Ricoy and
Martinez, 2021). These technologies offer many benefits, and also raise concerns about their effects on mental
health, academic performance, and social relationships.
Gamification, which uses game-like features in non-game settings, is becoming more common in areas like
education, healthcare, and social media and increase motivation and engagement, but it may also encourage traits
such as competitiveness, risk-taking, and self-promotion (Wulan et al. 2024).
Excessive use of mobile devices can lead to anxiety, low self-esteem, and addiction (Edwards et al. 2022). Many
teenagers struggle with self-regulation, finding it difficult to manage their screen time and balance digital
activities with other responsibilities (George et al. 2023). Lack of control can affect their physical health,
emotional well-being, and ability to concentrate in school (Kliziene et al. 2021). Constant distractions from
mobile apps and games make it harder for teens to stay focused and perform well academically (Joshi et al.
2023). Understanding these challenges is essential to helping teenagers build healthier technology habits and
supporting their overall development in a digital world.
External factors such as peer pressure, family dynamics, and school environments significantly influence
teenagers digital behavior (Li et al. 2025). Peer groups often set social norms regarding technology use,
encouraging participation in online gaming or social media, while family relationships and parental guidance
determine how responsibly these technologies are used (Huda et al. 2017). Without sufficient support systems,
teenagers may adopt unhealthy usage patterns affect both their learning and personal growth.
Psychological impact of gamification, can shape intrinsic motivation and decision-making (Zourmpakis et al.
2023). While gamified platforms enhance engagement through rewards and recognition, may also lead to
dependency on external validation rather than fostering genuine self-discipline and resilience (Ramzan et al.
2025). This reliance may limit the development of autonomy and balanced personality traits, creating long-term
challenges for teenagers as they transition into adulthood.
Integration of mobile computing and gamification in education presents both opportunities and risks. On one
hand, these tools can improve learning outcomes, active participation, and critical thinking. On the other hand,
limited access to technology in schools, lack of digital literacy, and uneven implementation of gamified learning
strategies may widen the gap in educational equity. These disparities highlight the urgent need to investigate
how mobile computing and gamification influence teenager personality development, academic performance,
and overall well-being, in order to develop balanced strategies maximize benefits while minimizing risks.
Research Question
This study aims to investigate the behavioral patterns of teenagers in relation to mobile computing and
gamification by addressing three (3) key research questions.
1. What are the factors influence teenager behavior in using mobile computing and gamification?
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
Page 65
www.rsisinternational.org
2. How mobile computing and gamification can impact teenager behavior?
3. How mobile computing and gamification can influence teenager in learning outcome and academic
performance?
Research Objective
The objectives of this study as per below:
1. To determine the factors influence teenager behavior in using mobile computing and gamification.
2. To identify the impact of mobile computing and gamification on teenager behavior.
3. To examine how mobile computing and gamification influence teenagers’ learning outcomes and academic
performance.
LITERATURE REVIEW
This study contributes to the achievement of the research objectives from literature review aims to provide
information that have been recognized on the topic of the impact of mobile computing and gamification toward
teenagers characteristic development and personality.
The factor influence teenager behavior
Teenagers’ behavior is shaped by their environment, which includes family, peers, school, community, media,
technology, and cultural norms (Vickery, 2012). Factors such as parenting styles, peer influence, teacher-student
relationships, socioeconomic status, and societal values directly affect their health, motivation, and attitudes
(Sumanasekera et al. 2021). Understanding these helps in designing strategies for positive outcomes in mobile
computing and gamification.
Several psychological aspects which it boosts intrinsic motivation with rewards and progress tracking, increases
cognitive and emotional engagement through storytelling and interactive experiences, and supports self-
determination needs (relatedness, competence, autonomy) (Lamprinou and Paraskeva, 2015). These elements
together shape teenagers’ motivation, attitudes, and behavior in gamified activities.
Another factor involves teenagers’ is ways of thinking, which are strongly shaped by their experiences with
digital technologies. Mobile computing and gamification encourage goal-oriented behavior, problem-solving,
and critical thinking, as teenagers engage in decision-making and creative problem resolution within gamified
contexts (Ferraz et al. 2024). Social influence also plays a role, as teenagers compare achievements with peers,
affecting self-perception and reinforcing digital habits. These processes highlight how cognitive styles and social
pressures converge to shape adolescents’ technology use and personality development.
Physical health also a major consideration, as technology use and gamified platforms can both promote and
hinder well-being. On the positive side, fitness apps and wearable devices use gamification to encourage healthy
behaviors, exercise, and lifestyle improvements (Spil et al. 2017). Prolonged screen time and sedentary digital
engagement may reduce physical activity, leading to risks such as obesity, fatigue, or reduced stamina (Nakshine
et al. 2022). Balancing digital engagement with physical activities is therefore essential to ensuring mobile
computing and gamification contribute positively to both mental and physical development (Ali et al. 2024).
Impact of teenager behaviour
Teenagers’ use mobile computing can affect system performance both positively and negatively. Immature apps
may cause disruptions, while technologies like mobile edge computing, computation offloading, and cloudlets
can improve efficiency, reduce latency, and enhance user satisfaction (Jiang et al. 2021). Performance
improvements can boost teenagers’ motivation, self-confidence, and engagement in gamified learning, and
influencing their social interactions through recognition and peer acceptance (Zainuddin, 2018).
Excessive focus on performance may lead to over-competitiveness, stress, neglect of other life aspects, and fixed
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
Page 66
www.rsisinternational.org
mindsets. A balanced approach values both performance and holistic development is crucial for physical well-
being (Saleh and Shahidan, 2023).
Effective learning experiences supported by mobile computing and gamification can promote critical thinking,
problem-solving, and self-efficacy. By integrating interactive activities, instant feedback, and collaborative
features, these technologies encourage deeper engagement and persistence in academic tasks (Sabri et al. 2024).
Such positive learning environments not only enhance educational outcomes but also shape personality traits
like resilience, adaptability, and intrinsic motivation.
Student engagement and active participation are central to the success of gamified and mobile-based learning.
Teenagers who experience autonomy, collaboration, and recognition in digital learning contexts tend to show
greater curiosity, responsibility, and willingness to take on challenges (Liu et al. 2025). Disparities in access to
technology, especially in rural or under-resourced schools, may limit these benefits and contribute to unequal
personality development and academic achievement.
Learning outcome and academic performance
Learning outcomes represent the knowledge, skills, and attitudes students are expected to acquire, while
academic performance reflects their overall achievement through grades, test scores, and evaluations
(Lampropoulos, 2024). Both are key indicators of educational success and future opportunities.
Mobile computing and gamification can enhance these outcomes by increasing engagement, motivation, and
active participation, offering access to educational resources, personalized learning, and interactive experiences
(Pechenkina, et al. 2017). When effectively applied, they create a dynamic and enjoyable learning environment
fosters curiosity, intrinsic motivation, and self-directed learning (Slamet et al. 2024).
Gamification introduces game-based elements such as challenges, leaderboards, and rewards encourage
continuous effort and persistence. By providing immediate feedback and visible progress tracking, gamified
learning environments allow students to recognize their strengths and address weaknesses in real time. This
process strengthens self-efficacy, builds confidence, and cultivates a growth mindset, all of which positively
influence personality development and long-term academic achievement.
Collaborative and social dimensions of mobile computing and gamified platforms promote teamwork, peer
interaction, and shared learning experiences (Slamet, 2024). Engaging in cooperative challenges and online
communities, students develop communication, empathy, and problem-solving skills (Wang, 2022). These
experiences not only enhance academic performance but also contribute to social maturity and personal growth.
Disparities in access to technology and uneven digital literacy may limit these benefits, underlining the
importance of inclusive strategies to ensure equitable learning opportunities for all teenagers
METHOD
This study employed a quantitative research approach using a structured questionnaire to investigate teenagers'
behavior in relation to mobile computing and gamification. A random sampling technique was used to select 90
students from XYZ secondary school in Melaka, ensuring a diverse representation of adolescent experiences.
Data collection was conducted over a one-month period, and the responses were analyzed using the Statistical
Package for the Social Sciences (SPSS), version 29.
RESULTS AND DISCUSSION
Demographic respondents
Total of 90 respondents were involved in the data collection process for this research study. According to Table
1, more male respondents were involved than male respondents, namely 49 respondents (54.4%). The age of the
respondents with the highest frequency is the ages of 16 years old, a total of 50 respondents (55.6%). Most of
the respondents involved are Malay, which is 66 respondents (71.7%). The majority of 90 respondents (100%)
are from Melaka. Meanwhile, 80 respondents are mostly using smartphone, which is 88.9%.
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
Page 67
www.rsisinternational.org
Table 1: Descriptive Analysis of Respondent’s
Demographic
Frequency with highest value
Frequency
Percent (%)
Gender
Male
49
54.4%
Age
16 years
50
55.6%
Race
Malay
66
74.2%
State
Melaka
90
100%
What of mobile devices do you use most
frequently?
Smartphone
80
88.9%
Pearson Correlation
Pearson correlation analysis demonstrated a weak positive relationship between the impact on teenager behavior
and the influences teenager in learning outcome and academic performance rate r (21) = .215. Moreover, there
are moderate positive relationship between factor influence teenager behavior and the impact on teenager
behavior rate r (42) = .425.
Factor Influences Teenager Behaviour, result showed a correlation of r = .020 with p = .852, which indicates no
significant relationship with Teenager Personality. This finding suggests environmental, psychological, or
physical health factors influencing behaviour do not directly translate into personality development when
combined with mobile computing and gamification. Therefore, this factor is not proven to be meaningful in
shaping teenager personality within the scope of this study.
Impact on Teenager Behaviour, recorded a correlation of r = .255 with p = .015. Although the strength is
categorized as weak, it is statistically significant. This result demonstrates the impact of mobile computing and
gamification, such as improvements in performance and effective learning, has a positive association with
teenager personality. In practice, this means teenagers who report stronger impacts from technology use are more
likely to show positive development in traits such as motivation, engagement, or creativity.
Influences in Learning Outcome and Academic Performance, showed the strongest correlation with Teenager
Personality at r = .344, p = .001. This positive and significant result indicates when teenagers experience better
academic outcomes and learning effectiveness through mobile computing and gamification, directly supports
their personality growth. In other words, improved learning achievements contribute to shaping confidence, self-
efficacy, and positive attitudes in teenagers. In addition to the above, the inter-variable correlations also support
the overall findings. Factor and Impact were strongly correlated (r = .425, p < .01), while Factor and Influences
(r = .273, p = .009) and Impact and Influences (r = .215, p = .041) showed weaker but significant associations.
These results suggest although Factor does not directly relate to Personality, it is indirectly connected through
its relationship with the other independent variables.
Table 2: Correlation Result
Correlations
Impact
Influences
Personality
Factor
Pearson Correlation
.425
**
.273
**
.020
Sig. (2-tailed)
.000
.009
.852
N
90
90
90
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
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Impact
Pearson Correlation
1
.215
*
.255
*
Sig. (2-tailed)
.041
.015
N
90
90
90
Influences
Pearson Correlation
.215
*
1
.344
**
Sig. (2-tailed)
.041
.001
N
90
90
90
Personality
Pearson Correlation
.255
*
.344
**
1
Sig. (2-tailed)
.015
.001
N
90
90
90
Multiple Linear Regression Analysis
R Square value of 0.178, the set of factors (Influences, Impact, and Factor) can explain 17.8% of the variation
in the dependent variable (Personality). However, the Adjusted R Square, which considers the number of
predictors, slightly reduces this explanatory power to 15%.
There is a moderately good relationship between the variables and the dependent variable, as shown by the R
value of 0.422a. The 'a' indicates a potential partial correlation, and its interpretation relies on the specific details
of the analysis. The standard error of the guess, which is 0.52833, shows how much the real ‘Personality’ scores
are different from the expected scores on average. When the number is low, it means the model and the facts are
more closely related.
Table 3: Model Summary
ANOVA Analysis
The F test value is 6.227, and the significant level is 0.001. The significance level is lower than 0.05, which
means there is significance in the relationship between teenager personality in factor influence teenager behavior,
impact on teenager behavior and the influences of teenager in learning outcome and academic performance in
using mobile computing and gamification.
Table 4: ANOVA Analysis
ANOVA
a
Model
Sum of Squares
df
Mean Square
F
Sig.
1
Regression
5.215
3
1.738
6.227
.001
b
Model Summary
b
Model
R Square
Adjusted R Square
1
.178
.150
a. Predictors: (Constant), Influences, Impact, Factor
b. Dependent Variable: Personality
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
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Residual
24.005
86
.279
Total
29.220
89
a. Dependent Variable: Personality
b. Predictors: (Constant), Influences, Impact, Factor
Hypothesis Result
The hypothesis result of this study as per below:
1. Factor influence teenager behavior in using mobile computing & gamification and teenager personality
(Not supported, t < 1.645) The factor influence teenager behavior shows the findings do not support the
hypothesis as there is no significant relationship between the factor influence teenager behavior in using
mobile computing and gamification and the teenager personality. The rejection of Hypothesis 1 is likely
due to the weak effect size (small beta value), the observed relationship not meeting the significance and
the questionnaire responses indicating influences, while present, may not strongly impact teenager
personality. The desire for entertainment drives respondents to use mobile applications and gamification.
This aligns with the negative beta, indicating increased influence from entertainment-driven factors may
lead to a decrease in certain aspects of teenager personality.
2. Impact on teenager behavior in using mobile computing and gamification and teenager personality
(Supported, t > 1.645) The acceptance of Hypothesis 2 is justified by the positive beta, significant t value,
and the questionnaire responses indicating positive impacts on various aspects of teenager personality. The
findings suggest the use of mobile computing and gamification has a meaningful and statistically
significant relationship with teenager personality. The use of gamification elements affecting self-
motivation in completing tasks and activities is indicated by respondents. This aligns with the positive beta,
reflecting a positive relationship between these impacts and teenager personality.
3. The influences of teenager in learning outcome and academic performance and teenager personality.
(Supported, t > 1.645)The acceptance of Hypothesis 3 is justified by the positive beta, significant t value,
and the questionnaire responses indicating positive impacts on various aspects of teenager personality
related to learning outcomes and academic performance. The findings suggest the influences of teenagers
in learning outcomes and academic performance have a meaningful and statistically significant relationship
with teenager personality. Respondents feel the effect of educational gamification applications can help
them understand academic subjects. This aligns with the positive beta, reflecting a positive relationship
with aspects of teenager personality related to academic understanding. Furthermore, respondents believe
gamified educational applications can help them in effective preparation for exams. This aligns with the
positive beta, suggesting a positive relationship with aspects of teenager personality related to academic
preparation.
Table 5: Hypothesis result
Hypothesis
Description
Result
H1
There is a significant relationship between the factor influence teenager behavior in
using mobile computing and gamification with teenager personality.
Rejected
H2
There is a significant relationship between impact on teenager behavior in using
mobile computing and gamification with teenager personality.
Accepted
H3
There is a significant relationship between the influences of teenager in learning
outcome and academic performance with teenager personality.
Accepted
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
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Answer for Research Question
The answer question of this research as per below :-
What are the factors influence teenager behavior in using mobile computing and gamification?
The analysis showed no significant relationship between the identified factors and teenager personality. The
factor impact teenaged behaviour had a negative beta value of -0.185, a t value of -1.654 (t > 1.645), and a
significance value of 0.102 (p0.05). This indicates external influences such as environment, peers, and family do
not strongly determine how mobile computing and gamification shape teenagers’ personality development.
How mobile computing and gamification can impact teenager behavior?
The impact of mobile computing and gamification on teenager behavior, was supported. The beta value of the
impact on teenager behavior is showed positive with 0.259. The t value is more than 1.645, which scored a
positive t value 2.386, and the significance value 0.019 is less than 0.05. The results demonstrated a significant
positive relationship, suggesting the use of mobile computing and gamification contributes positively to shaping
teenagers’ behavior, particularly in aspects such as motivation, self-discipline, and digital engagement.
How mobile computing and gamification can influence teenager in learning outcome and academic
performance?
Mobile computing and gamification influence learning outcomes and academic performance, was also supported.
The beta value of the influences teenager on learning outcomes and academic performance was 0.338, the t value
was 3.303 (t > 1.645), and the significance value was 0.001 (p0.05). The analysis confirmed a significant positive
effect, highlighting these technologies enhance teenagers’ learning experiences and academic performance by
promoting better understanding of subjects, improving preparation for examinations, and encouraging active
learning.
CONCLUSION
This study found mobile computing and gamification positively influence teenagers’ motivation, engagement,
and learning effectiveness, even though environmental, psychological, and physical factors showed little impact
on personality. Gamification elements like rewards and challenges kept students interested, while mobile
computing provided flexibility in learning. Despite risks such as overuse and distraction, the study concludes
these technologies support personal growth, social interaction, and academic performance provided they are
applied with balance and proper guidance.
RECOMMENDATION AND FUTURE STUDY
Future research on mobile computing and gamification should include diverse schools and demographics to
improve generalizability, with comparisons between urban and rural settings to highlight differences in access,
digital literacy, and outcomes. A mixed-methods approach encouraged combining quantitative surveys with
qualitative interviews to capture both measurable trends and personal experiences. Longitudinal and cross-
cultural studies would provide insight into long-term and context-specific effects on adolescent development.
Finally, exploring interventions and digital literacy programs could guide educators, parents, and policymakers
in promoting balanced and beneficial use of these technologies.
ACKNOWLEDGEMENT
Special gratitude is extended to all personnel and individuals who contributed to this research. The author also
would like to thank Universiti Teknikal Malaysia Melaka (UTeM) for all the support.
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