Enhancing holistic development though exergame-based learning

With the educational system balancing students’ wellbeing and academic performance, being excessively digitalized and less physically active, new ways of active learning designs are needed. As digital tools offer potential for learning, increased screen time also raises concerns about physical inactivity and social disengagement, emphasizing the need for embodied and playful approaches in education. Current play-, game, and design research present today’s education as striving for delivering playful and engaging learning experiences that support well-being, social engagement, and personal growth. One way to combat sedentary behavior and equip youngsters with key skills for a democratic society is to integrate movement in the design of academic learning. We suggest exergames as powerful tools as they use bodily movement, playful game experiences and screen-based play as a pathway to knowledge and holistic learning. Yet specific exergame design strategies to combine movement, academic learning and holistic development remain underexplored. Through the lenses of embodied cognition, we combine exergames with learning activities. For this purpose, this study uses constructive design research as a deliberate approach to frame the combination of theory and practice in the development of a design tool that addresses complex human-centered holistic needs and academic learning. This paper contributes by 1) emphasizing co-creation with 15 school children to inform the design process of constructing an exergame through three workshops and, 2) collaborating with a team of game developers in the making of a framework for creating exergame-based learning activities. Co-creating with the children revealed collaborative narratives, energy, and creative freedom as key elements of engaging gameplay and playful interaction. Further these insights were aligned with the game development team at LYMB.iO to create the Design Wheel of Exergame-based Learning (DWEL). DWEL is an eclectic design tool integrating play elements, game- and system mechanics, player aesthetics and aligns with the elementary school curriculum. The tool can be used for designing and evaluating exergames and to inspire future classroom activities when combining movement and technology for learning. Future research should look at the social-emotional, physical, and cognitive effects of using the DWEL developing exergame-based learning, for example, through platforms like Multiball or other exergame platforms.