Communication Through Smartwatches in Chinese Primary School Students: Case Study of Primary School Affiliated to Yunnan Normal University

Abstract

Background and Aim: In China, school restrictions on mobile phones have encouraged parents to adopt children’s smartwatches as alternative tools for communication, location tracking, and safety monitoring. Although the children’s smartwatch market has expanded rapidly, excessive use may affect students’ social behavior, health, privacy, and communication patterns. This study aims to examine the general situation of smartwatch use among Chinese primary school students, investigate smartwatch-mediated communication, and explore communication development through a case study of the Primary School Affiliated with Yunnan Normal University.

Materials and Methods: This study employed a mixed-methods research design combining quantitative and qualitative approaches. A literature review was conducted to examine theories and prior studies related to smartwatch media, digital communication, and children’s physical and mental development. Quantitative data were collected through questionnaires from 400 Chinese primary school students. Qualitative data were obtained through in-depth interviews and six focus group discussions involving students, parents, and teachers. Statistical analysis and qualitative content analysis were used to examine smartwatch usage patterns, communication behaviors, and perceived impacts.

Results: The findings show that smartwatches have a high penetration rate among Chinese primary school students. Approximately 72% of students used smartwatches for non-academic purposes for more than one hour per day, mainly for social interaction, location tracking, and entertainment. Parents valued their safety-monitoring functions but expressed concerns about privacy risks and technological dependence. In communication practices, 67% of students used preset emoticons to express emotions, contributing to the instrumentalization of emotional expression, while face-to-face communication remained dominant at 58%. Parental restrictions were common, with 85% limiting communication functions, although only 23% of students accepted such controls. The case study found that smartwatches improved parental security perception by 92% and increased learning assistance use by 40%, but also reduced face-to-face vocabulary among 35% of students and increased classroom distraction by 17%. Time-based disabling and digital literacy courses reduced negative effects by 28%.

Conclusion: Smartwatches function as more than communication devices for Chinese primary school students. They reshape children’s communication patterns, social relationships, learning behavior, and family interactions. The findings suggest the need for balanced management strategies, digital literacy education, and privacy protection measures to support safe and developmentally appropriate smartwatch use.