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Procedia Computer Science 174 (2020) 735–745

2019 International Conference on Identification, Information and Knowledge in the Internet of

2019 International Conference on Identification,
Things (IIKI2019)
Information and Knowledge in the Internet of
Things (IIKI2019)
Exer-Learning: A New Genre Combines Learning, Exercise and
Exer-Learning: A New Fun
Genre
forCombines
Children Learning, Exercise and
Fun for Children
Yulin Wanga, Yulong Biana,b*, Yingjie Songa, Ruihan Huanga, Wei Gaia, Juan Liua,
Yulin Wanga, Yulong Biana,b
Chenglei*, Yingjie
Yanga,*Song
a
, Ruihan Meng
and Xiangxu Huanga a, Wei Gaia, Juan Liua,
Chenglei Yanga,* and Xiangxu Menga
a
Shandong University, No.1500 ShunHua Road,Jinan 250101,China
ba
Shandong
ShandongUniversity,
University,No.180 Wenhuaxi
No.1500 ShunHuaRoad, Weihai 250101,China
Road,Jinan 264209, China
b
Shandong University, No.180 Wenhuaxi Road, Weihai 264209, China

Abstract
Abstract
The increased burden of school work reduces outdoor exercise of school children, which lead to increased rate of obesity and
otherincreased
The health problems.
burden of Engaging in both
school work learning
reduces activities
outdoor and physical
exercise of schoolexercise is essential
children, for to
which lead theincreased
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this paper,
other healthwe present aEngaging
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both learning especially
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To exemplify suchnaturally
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they can not onlydesign
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the optimal Four
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(level of physical effects
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However, physical
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low knowledge. reduce
This participants'
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to learning. How
good learning
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effect, physical
well as good exercise
exercise with However,
benefit. the fun is ahigh
question
physical to be solved conditions
exercise in the future.
reduce participants' fun in the learning. How
to better combine physical exercise with the fun is a question to be solved in the future.
© 2020 The Authors. Published by Elsevier B.V.
© 2020
This is anThe Authors.
open Published
accessPublished
article underby Elsevier B.V.
the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
© 2020 The Authors. by Elsevier B.V.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Peer-review
This is an under
open accessresponsibility
article underof the
theCCscientific
BY-NC-ND committee
license of(http://creativecommons.org/licenses/by-nc-nd/4.0/)
the 2019 International Conference on Identification, Information
Peer-review under responsibility of the scientific committee of the 2019 International Conference on Identification, Information and
and Knowledge
Peer-review in
under the Internet
responsibility
Knowledge in the Internet of Things. of Things
of the scientific committee of the 2019 International Conference on Identification, Information
and Knowledge in the Internet of Things
Keywords: Exer-Learning; Learning games; Exercise; Interactive Playground; Tradeoff.
Keywords: Exer-Learning; Learning games; Exercise; Interactive Playground; Tradeoff.

* Corresponding author. Tel.: +86-189-5452-0016; E-mail address: bianyulong_007@126.com

** Corresponding
Corresponding author.
author. Tel.:
Tel.: +86-189-5452-0016;
+86-138-5416-7071; E-mail
E-mail address:
address: bianyulong_007@126.com
chl_yang@sdu.edu.cn
* Corresponding author. Tel.: +86-138-5416-7071; E-mail address: chl_yang@sdu.edu.cn

1877-0509 © 2020 The Authors. Published by Elsevier B.V.

This is an open
1877-0509 access
© 2020 Thearticle under
Authors. the CC BY-NC-ND
Published license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
by Elsevier B.V.
Peer-review under
This is an open responsibility
access of the
article under the scientific
CC BY-NC-NDcommittee of the
license 2019 International Conference on Identification, Information and Knowledge
(http://creativecommons.org/licenses/by-nc-nd/4.0/)
in the Internet
Peer-review of Things
under responsibility of the scientific committee of the 2019 International Conference on Identification, Information and Knowledge
in the Internet of Things

1877-0509 © 2020 The Authors. Published by Elsevier B.V.

This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Peer-review under responsibility of the scientific committee of the 2019 International Conference on Identification, Information and
Knowledge in the Internet of Things.
10.1016/j.procs.2020.06.150
736 Yulin Wang et al. / Procedia Computer Science 174 (2020) 735–745
2 Yulin Wang et al./ Procedia Computer Science 00 (2019) 000–000

(a) (b)
Figure 1. Illustration of: a) a user is playing Exer-Learning Playground Game between blocks, and b) when user is in a certain block in the
gameplay.

1. Introduction

In traditional learning activity, school children spend long time sitting in front of desks and lack of outdoor
physical activities. Limited amount of physical activities is believed to increase the risk of major chronic diseases,
and can result in functional disability and reduced quality of life [28]. Besides, lack of exercise is responsible for
children's obesity [14,16] and may cause further other health problems such as asthma [20,27]. Thus, school
children need a solution to consider physical exercise in the educational context.
Nowadays, Digital Game-based learning (DGBL) is recommended among school children to refresh traditional
learning form, for prompting children to actively process the educational content [7] with more fun and motivation.
However, most of DGBL games are designed for PC or mobile device [4,8], which also causes long-time sitting and
cannot overcome the disadvantage of lacking of physical exercise in the traditional learning. Besides, staring at
digital screens may cause damage to children's eyesight. Other games may be designed as VR form [5], which may
be not suitable for children, probably because their 3D vision, hand-eye coordination and balance are still under
development. As a matter of facts, the Oculus Rift recommends children under 13 should not use the device. Thus,
DBGL system for school children need an exercise-supporting and health-harmless game form for learning.
Recently, Interactive Playground has drawn researchers' attention [15,22,24,25,26]. It provides a responsive
environment where players can engage in collocated, playful activities, in which added digital technology that can
be designed to promote cognitive, social, and motor skills development [21]. We consider Interactive Playground
has the potential to be a perfect choice for school children to do exercise activity on. However, lots of interactive
playgrounds ignore their potential value in educational field.
In this paper, we present a new genre called Exer-Learning, which organically combines learning activity,
physical exercise and fun of game. It conveys the concept that learning and exercise are two activities that are all
essential for the growth of children. In our Exer-Learning, both learning and exercise are valued, and the goal is to
achieve better learning and exercise effect. It is different from kinesthetic learning according to VARK model [9],
where exercise is just a tool served for learning with the goal to achieve better learning effect, though both of them
involve learning and exercise elements.
As an implementation of Exer-Learning genre, we developed an Exer-Learning Playground Game, in which
divides the whole playground into several game blocks, and children play from block to block to conduct test game,
not only to learn knowledge but to do physical exercise. Figure 1 shows an illustration: a) a user is playing Exer-
Learning Playground Game between blocks, and b) when user is in a certain block in the gameplay.
The major contribution of this paper is: First, we present a new genre called Exer-Learning, which organically
combines learning activity, physical exercise and fun of game for children. Second, we design a Playground Game
to exemplify such genre, which integrates physical exercise as a key element in a language learning game. Third, we
conducted a controlled study to understand the optimal design tradeoffs of two elements (level of physical exercise
and knowledge provided by the game) under this Exer-Learning genre.
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Yulin Wang et al./ Procedia Computer Science 00 (2019) 000–000 3

2. Related work

2.1. Digital Game-Based Language Learning Systems

Nowadays, with the increasing popularity of digital games among children of new generation, digital games have
become new medium for learning. According to Marc Krensky [18], the essence of Digital game-based learning
(DGBL) can be described as the combination of serious learning activity and interactive entertainment, and is
precisely about fun and engagement. Others define DGBL games may either be designed to promote learning or the
development of cognitive skills, or else take the form of simulations allowing learners to practice their skills in a
virtual environment [7]. There are some different forms of DGBL systems used for language learning.
Using Second Life (SL) [10], a popular online role-playing 3D MUVEs (multi-user virtual environments)
computer games, for language learning have attracted attention for these years [4,6]. For example, users can take
virtual classes to simulate real-world tasks (e.g., checking in at an airport or dining at a restaurant) in it to improve
their language communication skill. ToneWars [8], is a collaborative mobile CSL (Chinese as second language)
learning game, supports phrase-level tone learning and multi-modal interactions (e.g., gesture, speech) with native
speakers in multi-player gameplay through fine-grained modeling of native speakers' language skills. These three
games provide learners both engaging gameplay and effective learning experiences. However, using mobile device
or computer cause long-time sitting in front of device, as same as traditional learning in front of desk, which is
disadvantageous to children's physical health.
Cheng et.al [5] adapted Crystallize, a 3D video game for learning Japanese to be played in virtual reality with
Oculus Rift, not only to teach Japanese language itself but also to teach users how and when to bow in
communication, which is a key cultural behavior in Japan. However, VR sickness is reported in users' feedback,
which indicates that VR learning experience suffered from some technological and interface defects.

2.2. Interactive Playground

The construction of our Exer-Learning Playground Game system refers to the form of Interactive Playground.
We consider Interactive Playground as an appropriate choice for school children to do exercise activity on, because
it is exercise-supporting, full-of-fun, low-cost, easy-to-build and quick-to-start.
Interactive Tag Playground (ITP) [15,25,26] is based on the traditional tag game, primarily aiming at children
aged eight to twelve. ITP System usually consists of ceiling-mounted Kinects, projectors, and two kinds of PCs.
Kinects are used to track users' real-time locations, and projectors are used to vertically project visual information to
the ground. One kind of PC is Game PC for whole logical control and display, and the other is Tracking PC for
getting and sending location data to Game PC. In the game, around each player ITP projects a circle, players tag
each other by letting their circles overlap.
However, Interactive Playground Games are usually fixed at a certain space, limited by one area of projection,
which cause limited exercise effect of playing. Thus, we divide the whole activity place into several independent
game blocks, and children run from block to block to play, with every game block using a projector. By this we
extend playing area and increase the amount of exercise, to some extent.

2.3. Relationship between Exercise and Learning

Previous studies have shown that physical exercise can improve arousal and attention levels on a physiological
level [19,21], which is beneficial to learning activity. And even minimal physical exercise can support the learning
process because actively performed tasks are memorized better than passively received information [12].
In Lucht et.al's work [11], they create HOPSCOTCH to integrate physical exercise into learning games, and
report a positive relationship between physical exercise and learning activities. In HOPSCOTCH, learner is asked to
translate a German word into English by stepping on a dance pad with nine-grid input sensor fields (similar to our
mobile) to input the word. Studies with HOPSCOTCH show that physical exercise promote engagement in learning
activities, reduce low level disruption, and encourage learners to do additional physical exercise to facilitate their
physical fitness, which in turn positively affects their cognitive performance.
738 Yulin Wang et al. / Procedia Computer Science 174 (2020) 735–745
4 Yulin Wang et al./ Procedia Computer Science 00 (2019) 000–000

However, studies only show the benefits of physical exercise for learning activity, and lack further exploration
about the optimal design and tradeoffs of physical exercise and knowledge provided by learning activity under the
condition of their combination, which we will study and discuss in our work.

3. System architecture

The architecture of our Exer-Learning playground game system can be seen in Figure 2. We use C/S network
model, with a database. Every game block has the same setups: A Client PC, a Kinect, and a projector. One Server
PC is used for user identification, game logic, and unified database access and modification. And database is used
for storing data such as users' and questions' information. Client PCs are used for face acquisition, tracking and
visualization. In every block, projector is used to output question and alternative options on ground, Kinect is used
to track user's motion for acquiring user's selection, and built-in Kinect camera is used to take user's photo for face
recognition at the beginning of game in every block.

Figure 2: System architecture of Exer-Learning playground game.

Our Exer-Learning Playground Game allows children to play from block to block to conduct language test game
(one block for one question) for both learning and exercise purpose. Register and login are totally operation-free for
user and can maintain user's identification in space (block to block) and time (day after day). Figure 3 shows an
illustration of Exer-Learning Playground Game in language learning: a) two game blocks, b) user is taking photo for
face recognition, c) user select option by standing on corresponding area, and d) user run to next block to play.

Figure 3: Exer-Learning Playground Game in language learning: a) two game blocks, b) user is taking photo for face recognition, c) user select
option by standing on corresponding area. d)user run to next block to play.
 Yulin Wang et al. / Procedia Computer Science 174 (2020) 735–745 739
Yulin Wang et al./ Procedia Computer Science 00 (2019) 000–000 5

4. System Design

4.1 Single-user Version

In this version, users play games respectively, and are independent to each other. The outline of game process is
as follows:
Step1: User identification. The user starts to play game by stepping onto specified area (next to the bottom of
projection block) and system prompts user to stand still and face to Kinect's built-in camera for a few seconds to be
recognized.
Step2: Showing user information. After Identification, system shows detailed real-time user information in the
top of game block throughout the whole game play (see Figure 4(a)). It includes face image, accumulated playing
days, statistical results such as score, the number of correct answers, the number of total answers. In particular, we
design two progress bars to visualize the distance between current completeness and today's goal for learning and
exercise clearly.
Step3: Question and answering. System shows a proper question and given options, below the user information
(see Figure 4(a)). User answers this proper question by standing on corresponding footprint area to select a certain
option. In this process, footprint is designed as a kind of metaphor to steer behavior for first-time users to understand
“stand to select” principle in our game better. When an option is selected, system gives real-time detailed learning
feedback, including the correctness of selected option (turn green for right, red for wrong, and corresponding audio
effects), correct option (another option turns green if selection is wrong), reason tips to help know why, and
statistical results as well as progress bars change (see Figure 4(b)) .
Step4: Showing motivation information. When user finished preceding answering process, system shows
commodity exchange information and user can exchange it with winning score in game. Meanwhile, system reminds
user to run to next different block. By this we hope to emphasize and motivate physical exercise. Finally, game in
individual block ends automatically when user is out of projection range, and until he/she steps onto specified area
for recognition and new game starts.

a b
Fig. 4. (a)Showing User Information and Proper Question.; (b) Real-time detailed learning feedback

4.2 Multi-user Version

Based on Single-user version, we add cooperation and competition mechanism to support multi-user interactive
gameplay, to better promote Exer-Learning and provide engaging experiences. Cooperation and competition in
games have been considered to have a motivation effect on learning [3,13,23].
740 Yulin Wang et al. / Procedia Computer Science 174 (2020) 735–745
6 Yulin Wang et al./ Procedia Computer Science 00 (2019) 000–000

4.2.1 Cooperation

In the formal task of this version, three pairs of related phrases as learning material are listed on two sides, then
one user steps on one side, and his/her partner steps on the other side (face recognition and registration are not
required for the partner). They work together to finish the matching of all pairs of phrases (see Figure 5(a)).
Besides, the process of taking turns selecting is started by giving a high-five with each other, which
promotes cooperation consciousness and facilitates positive experience. In this way, we not only use the body as a
way to control digital game content, but as an opportunity to experience the body as play [17].

4.2.2 Competition

In this version, users compete for better ranking within limited time in the Exer-Learning Playground Games.
The number of users isn't limited within the range of the number of game blocks. When finished every question,
user can see his/her real-time ranking information, by score and by exercise amount. We aim to motivate physical
exercise and learning effect by the competition of ranking. (see Figure 5(b))

a b
Fig. 5. (a)Cooperation; (b) Competition

5. System Implementation

Once system captures user's face image, it matches with existed user database to identify. If a user comes at the
first time, system will register the user's id number and age, then add the information into user database. By using
the technology of face recognition of Baidu AI, the user's age could be identified according to the photo of face [1].
System aims to show proper questions by referring to everyone's ability level. Thus, questions are organized by
several levels in database according to school curriculum for every grade. When user comes for the first few times,
we use age information in face recognition to map to corresponding level to show proper questions. For instance, we
can provide 10-year-old children with questions of the third-grade. And after that period, we adjust the difficulty of
questions by user's practical performance, such as the accuracy rate.
Every option area is a circle, whose center and radius are recorded in advance. When user is moving in block after
recognition, his/her real-time position is captured by Kinect, then is sent to Server PC. If the received position is
within the range of recorded circle, system determines that user selected corresponding option as the answer and
judges the answer with the correct answer of this question obtained by database query. Then Server PC returns game
state to Client PC and update statistical results in database.
The goal of learning and exercising is set according to the user's personal historical performance in this Exer-
Learning (certain amount of answer number and movement distance,), providing a clear and achievable goal for
each user.
The amount of physical exercise is measured by moving distance. In every block, we use Kinect to count the
position offsets in a period time to approximate moving distance, whose error is tested within 0.3 meters for 30
times, compared to real moving distance. And the moving distance between blocks is a fixed value, because the
 Yulin Wang et al. / Procedia Computer Science 174 (2020) 735–745 741
Yulin Wang et al./ Procedia Computer Science 00 (2019) 000–000 7

position of blocks and moving routine is set in advance in our paper. we can add moving distance in every block and
between blocks, and finally get user's moving distance.

6. User Studies

In these studies, we adopted single-user version. To understand the design tradeoffs in balancing learning
efficacy, exercise benefit, and experience of fun in Exer-Learning genre, we first conducted a preliminary
experiment to study how to set the difficulties of the items, as well as levels of knowledge and exercise in the formal
study. According to the target users, we distinguished between high and low levels of knowledge and exercise
respectively. Next, the formal study was conducted as follows.

6.1 Participants

We recruited 29 children (16 males and 13 females, 11.97 ± 0.82 years) to participate. And the
individual variation in intelligence and physical strength is cut down by choosing participants from the same school
and from the same youth fight club.

6.2 Experimental Design

To understand the design tradeoffs in balancing learning efficacy and exercise benefit, user study adopts two-
factor between-subject experimental design. We combine the low and high level of two factors: Knowledge and
Exercise, which was set by a preliminary experiment (see Table6) and finally combine them and get four tradeoff
conditions: LKLE, HKLE, LKHE, HKHE. For instance, LKLE means LK (Low Knowledge) combined with LE
(Low Exercise). Each participant is randomly assigned to play under a tradeoff condition. The dependent variables
are exercise benefit, learning efficacy, and experience of fun.

a b
Table 6: Low and high level of a) knowledge and b) exercise.

6.3 Environment and materials

In formal study, we selected 21 English words as learning content, and the form of learning is matching a pair of
word with corresponding cartoon picture. There are three pairs in each round (see Figure 7).
As for physical exercise, we set up total four game blocks for participants' moving from one to another in every
round.
742 Yulin Wang et al. / Procedia Computer Science 174 (2020) 735–745
8 Yulin Wang et al./ Procedia Computer Science 00 (2019) 000–000

a b
Fig. 7. Learning content and form.

6.4 Measures

Exercise benefit is measured by the amount of exercise, in other words, moving distance in every block and
between blocks.
Learning efficacy is measured by recall rate and recognition rate, with pre-test and post-test. Recall requires
participants to write the answer of corresponding Chinese translation of new words, while recognition requires
participants to match words with corresponding cartoon pictures, just as the form of gameplay, but is finished in a
piece of paper. We calculate recall rate and recognition rate by the number of total right answer divided by first-time
new words.
Experience of fun is measured by the items from the user experience questionnaire in Bian et al.'s study [2].

6.5 Results

We conducted a set of descriptive statistics and analysis of variances with four conditions as independent
variables.
Results on exercise benefit revealed a very significant effect (F=196.560, p<0.001). Post Hoc Comparison
showed that exercise benefit under condition HKLE is significantly lower than the other three conditions (ps <
0.001), followed by the condition LKLE which significantly lower than LKHE and HKHE (ps < 0.001) (see Figure
8).

Figure 8: Results with exercise benefit as dependent variable

 Yulin Wang et al. / Procedia Computer Science 174 (2020) 735–745 743
Yulin Wang et al./ Procedia Computer Science 00 (2019) 000–000 9

Results on recall performance showed that the order from low to high is as follows: HKLE< HKHE< LKLE<
LKHE. However, only the performance under condition HKLE is significantly lower than that in condition LKHE
(Mean Difference =0.197, p<0.05), while the difference between other groups was not significant (ps>0.05). Results
on recognition performance didn't show any significant results (see Figure 9).

a b
Figure 9: Results with a) recall rate b) recognition rate as dependent variable

Results on fun revealed a marginal significant effect (F=196.560, p<0.001). The order from low to high as
follows: HKLE< HKHE< LKLE< LKHE. Value in LKHE was significantly lower than those in LKLE and HKLE
(ps<0.05). The Difference between the other groups was not significant (ps> 0.05) (see Figure 10).

Figure 10: Results with experience of fun as dependent variable

7. Discussion

We conducted a controlled study to understand the optimal design tradeoffs of two elements under this Exer-
Learning genre. Four trade-offs conditions are distinguished and their effects on participants' exercise benefit,
learning efficacy, and fun of the game were examined.
According to the analysis results, the exercise benefit, recall rate and recognition rate are relatively high under
LKHE (low knowledge and high exercise), which to some extent indicates that this kind of tradeoff condition is the
most conducive to learning effect, and also gives consideration to physical exercise. And next is condition HKHE
and condition LKLE, finally condition HKLE is the least ideal for Exer-Learning.
However, the results of experience of fun show an opposite trend to the previous results. The HKHE and LKHE
have the lowest scores in experience of fun. but the HKLE condition with the least ideal score in previous results has
the highest score in experience of fun. According to the results of this study, the higher exercise conditions reduced
the fun that the participants experienced in learning.
One possible reason may be that high exercise requires moving around at a high frequency , which may be
744 Yulin Wang et al. / Procedia Computer Science 174 (2020) 735–745
10 Yulin Wang et al./ Procedia Computer Science 00 (2019) 000–000

repeated and a little tired for children. In comparison, although children under condition of low exercise just play in
one block, they can focus more on the interesting learning contents and interaction itself.
However, there are still several shortcomings in our study: the sample amount needs to be expanded to be more
convincing. And long-term learning needs to be further studied to strengthen the reliably of our results.

8. Conclusion

In this paper, we present a new genre called Exer-Learning, which combines learning activities with physical
exercises in the context of fun games. To exemplify such concept, we designed a Playground Game and conducted
study to understand the optimal design tradeoffs of knowledge and exercise factor.
Results show that the benefits of exercise and learning are relatively high under the condition of high physical
exercise and low knowledge. This trade-off condition leads to good learning effect, as well as good exercise benefit.
However, high physical exercise conditions reduce participants' experience of fun in the learning.
In the future, we plan to investigate how to better combine physical exercise with fun, which is raised by the study
results. Another work is to do further research on long-term factor in Exer-Learning genre, based on long-time
collected data, and we can also use these data to train and design self-adaption mechanism to achieve personalized
adjustment and better customized Exer-learning for every child.

Acknowledgment

We would like to thank all reviewers for their valuable comments. This work is supported by the National Key
Research and Development Project of China (2016YFB1001403), and the National Natural Science
Foundation of China (61972233, 61802232).

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