Picking the right interface for engaging physical activity into game based learning

Following Qvortrup and Bateson, this paper aims to discuss and explore how technology, learning, and movement in synergy make several levels of learning possible. We will do that by introducing an application for painting developed by engineer students, as an illustrative example. In today's technology-driven world, it is easy to forget that we are born movers. To a great extent we have engineered movement out of our lives. Both bodily and mental acuity increases with activity and declines with inactivity, and so the sedentary character of life in Western societies does not only affect our bodies. It affects our brains as well. However, the most recent results indicate a significant and positive effect of physical activity on children's learning potential. Most of these studies lack a connection to the learning processes in an educational setting because they are of an isolated, experimental nature set in a laboratory. An interesting challenge for future research, then, is investigating mind and body as a synergetic catalyst for learning through physical activity in a classroom setting. Results from this kind of research could have a great impact on the way we think of and organise our educational system. When using digital learning resources, children should be physically active as part of their learning process. With the paint application, we explore that field. Through bodily activity, children gain new perspectives on and insights into the learning materials. Supported theoretically by Bateson and Qvortrup children learn when they are experimenting, constructing, interacting, and physically active.