# The Influence of Smartphone Games on Students' Self-Concept
## 1 Introduction  
With continuous advancements in technology, practically everyone has a smartphone now, enabling seamless contact between people and easy access to the Internet at any time and from any location. It has also make the Internet accessible on mobile phones; people, thus, are no longer limited to using computers to surf the internet. Instead, it exposes people to diverse forms of entertainment and makes it convenient to take photographs, listen to music, and access software, making lives more convenient. Nowadays, mobile surfing time is on the rise--from 92 min in 2011, 201 min in 2016, and 204 min in 2017, to 211 min in 2018 [1] In terms of age of use, according to a 2015 survey of children aged 11 and 12 by the Children's Welfare Alliance Cultural and Educational Foundation, 47.9% of the respondents had smartphones, and 81.7% of them used them for playing games. This data shows that children who grew up in the age of digital technology with experience of video and digital games showcase new and unique abilities, languages, and logics, gradually forming the so-called video game generation [2, 3]. Now, due to their popularity and rapid spread, mobile phones and the Internet have become an important part of the lives of curious children, especially for leisure and entertainment. In addition to learning in class, elementary school children use digital media to collect information on the Internet to complete their homework after class or at home. In their spare time, children also engage in leisure and entertainment activities through the media (reading and listening) [4]. Children face anxiety in the process of growing up, as well as life pressures from schoolwork, family, and interpersonal relationships. In the process of playing games, they obtain emotional relief and spiritual comfort. However, there also are people who negatively indulge in playing games, leading to disorder in their lives and physical harm. Children who play video games are just as keen on sports, comics, star chasing, and drama. They get emotional relief, get to know themselves, and make friends while participating in leisure activities. Because almost everyone has a smartphone now, online games are more easily accepted by most children, providing them with new options and experiences. We have also seen the positive impact of games on people. For example, in a 2014 CNN Finance Interview, \"Why I put World of Warcraft on my resume\", an American person mentioned the World of Warcraft game in his resume, emphasizing his leadership in the virtual and real world, and was interviewed. It paid off and he went on to serve as the Chief Information Officer (CIO) of Starbucks, and later as the Chief Operating Officer (COO) of Symantec, a well-known information security company. It has, thus, been observed that playing games does not always have negative results in life. Children entering the elementary school stage slowly get out of the subjective period. The living environment at this stage allows children to interact with teachers and friends, and enter a period of self-objectification [5]. Such changes are significant in the development of elementary school age children, especially the self-concept. If a child's self-concept development is positive, it helps their physical and mental development. On the contrary, it may have a negative impact on the development of their mental health and other aspects [6]. Most of the topics among elementary and middle school children are around games. With the advancement of science and technology, the content of games has gradually increased from traditional toys and sport games to computer and mobile games. In recent years, due to the declining age of owing smartphones, elementary schoolchildren in many countries are now focusing on smartphone games, which have become a part of their lives. Smartphone games add a lot of fun, but at the same time have an invisible impact on lives.