Mathkinetics: Solving Arithmetics While Running out of Breath

Diego Scarcella

, Jan Schneider

, Natalie Kiesler

and Daniel Schiffner

Independent Researcher, Germany

DIPF Leibniz Institute for Research and Information in Education, Rostocker Straße 6, Frankfurt, Germany

Keywords: Game-Based Learning, Multimodal Learning, Natural Interaction.

Abstract: To benefit from most of the current digital educational technologies, learners are required to sit down and

look closely at a computer monitor or smart device screen for hours, which can have side effects on learners’

health and lifestyle. As an attempt to address this, we developed MathKinetics, an application designed to

support the practice of cognitive skills such as arithmetic while engaging in physical activity by integrating

the principles of Multimodal Learning, Life Kinetik, and Gamification. MathKinetics is a variant of an endless

running game where users control an avatar through their body posture and dodge obstacles. At the same time,

they pick up arithmetic problems whose answers need to be verbalized. In this paper, we present an

exploratory evaluation of MathKinetics and its user experience. We conducted user tests with 20 participants.

Results from our tests indicate that MathKinetics is a fun way to practice arithmetic skills and train executive

cognitive functions such as task switching.

1 INTRODUCTION

Mere access to information is no longer an

educational challenge, as current technologies like

smartphones allow us to have all of humanity’s

knowledge at our fingertips. Access to information,

however, is not sufficient for learning and developing

competency, especially if we want to do so in a way

that promotes a healthy lifestyle and is efficient. To

address this challenge, we developed MathKinetics,

an application designed to help the practice of

arithmetic skills while exercising, which is grounded

in the concepts of Multimodal Learning, Life

Kinetik

, and Gamification.

Multimodal Learning has been shown to enhance

efficiency in learning (Ward et al., 2017). Multimodal

Learning is a compound that combines learning with

a blend of multi as multiple and modal as a modality.

“Multimodal Learning refers to an embodied learning

situation which engages multiple sensory systems and

action systems of the learner” (Seel, 2012). It refers

to the combination of two or more modalities for

learning. These modalities can be anywhere from

https://orcid.org/0000-0001-8578-6409

https://orcid.org/0000-0002-6843-2729

https://orcid.org/0000-0002-0794-0359

https://lifekinetik.com/

visual inputs, such as colors, pictures, illustrations,

text, etc., auditive inputs, such as speech, and music,

or physical input, such as movement, gestures, and

much more. There is evidence that Multimodal

Learning enhances learning compared to unimodal

learning across multiple cognitive domains, spanning

executive functions, working memory, planning, and

problem-solving (Ward et al., 2017; Gellevij et al.,

2002).

The majority of the current digital learning

technologies require learners to sit down for an

extended period of time while looking closely at a

computer screen. As a result, learners have the

proclivity to increase their risk and severity of myopia

(Morgan & Jan, 2022; Singh, 2020) and

cardiovascular diseases ( McGavock et al., 2006;

Mainous et al., 2019) among others. Even short bursts

of exercise spread during the day can improve the

peak oxygen uptake in Sedentary young adults

(Jenkins et al., 2019). Therefore, we argue that the

inclusion of Life Kinetik in educational technologies

has the potential to mitigate some of the health-

concerning side effects of current educational

technologies.

250

Scarcella, D., Schneider, J., Kiesler, N. and Schiffner, D.

Mathkinetics: Solving Arithmetics While Running out of Breath.

DOI: 10.5220/0012536900003693

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) - Volume 1, pages 250-256

ISBN: 978-989-758-697-2; ISSN: 2184-5026

Life Kinetik aims to increase the ability to act and

adapt to different situations more quickly. It is a

German concept or brand that was created by Horst

Lutz. Unlike Multimodal Learning, the goal of Life

Kinetik is not to acquire knowledge, but to promote

general performance, like any kind of sport. Life

Kinetik combines mental and physical exercise,

which relates to other educational approaches.

According to Montessori, for example, “Movement

and cognition are closely entwined, and movement

can enhance thinking and learning” (Lillard, 2017).

To solidify the impact of MathKinetics, we used the

concept of Gamification, which denotes the use of

game elements in non-game contexts (Uppalike,

2022). It thus helps transform an activity into a game,

changing the simple task of solving arithmetic on

paper into, in the best case, an engaging game, like in

MathKinetics.

The contribution of this paper is (1) to show how

the concepts of Multimodal Learning, Life Kinetik,

and Gamification have been used to inspire the

development of MathKinetics, and (2) to present

results from exploratory user tests where we

investigated the experience of users interacting with

MathKinetics. The following research questions

guided our study:

RQ1 What is the user experience of MathKinetics

from the point of view of a learning application?

RQ1a To what extent can MathKinetics support the

training of cognitive tasks such as arithmetics?

RQ1b To what extent can MathKinetics motivate

people to combine cognitive and physical exercise?

2 MATHKINETICS

In this section, the theoretical foundation of

MathKinetics is introduced as the rationale for key

features and design decisions. We then present the

dynamics of the app and its gameplay, before

providing insights into the required equipment, setup,

and technical implementation.

2.1 Theoretical Grounding

Learning is a process that can be explained through

multiple theories. Early theories focused on

physiology, behaviors, and conditioning (Watson &

Rayner, 1920), basically referring to drill and practice

approaches. Some other theories use cognition and

thinking to explain learning, such as the four stages

of cognitive development (Piaget 1977), learning via

problem-solving (Köhler, 1927), etc. More recent,

constructivist approaches stress the role of culture,

prior experience, and interactions with the

environment where multi-sensory experiences and

aesthetic stimuli can foster learners’ imagination

(Dewey, 1934). It was Piaget though, who related

games as a kind of activity to learning: “Play is in

reality one of the aspects of any activity [...] or one

particular type of activity among others”(Piaget,

1977). So, play can be considered a learning activity.

With these general theories about learning and

play in mind, we started to conceptualize

MathKinetics to develop a multimodal learning

application that would prompt users to practice

arithmetic skills while physically exercising. To

achieve this goal, we built MathKinetics on three

main pillars: Multimodal Learning, Life Kinetik, and

Gamification. Multimodal Learning refers to a

learning situation where the learner is engaged

through multiple sensory and action systems (Seel,

2012). This means Multimodal Learning aims to use

different teaching methods by addressing multiple

senses, referred to as modalities. Multimodal

Learning aims to stimulate multiple senses/modalities

simultaneously, which is supposed to be beneficial

for cognition and skill development across multiple

cognitive domains such as essay writing (Fleming &

Mills, 1992). It has further been shown to enhance

executive functions, working memory, planning, and

problem-solving (Ward et al., 2017). MathKinetics

exemplifies the integration of Multimodal Learning

principles by utilizing visual, auditory, kinesthetic,

and verbal inputs.

The second pillar of MathKinetics is Life Kinetik,

a training concept that is a combination of perception,

brain-jogging, and movement to improve our brain's

networking and the use of all brain areas (Lutz, 2017).

The parallel-ball exercise is a typical example of Life

Kinetik, where a player stretches out their arms in

parallel in front of their body while holding a ball in

each hand. Then one throws both balls in the air and

catches them with crossed arms, which means the

right hand catches the ball that the left hand throws

and vice versa. It takes approximately two minutes to

master this exercise (Joung, 2023). The learning

objective, however, is to adapt more quickly to new

situations and be able to perceive things faster and act

accordingly (Life Kinetik, 2023). So, when a person

can perform a task in its rudimentary form, they

continue with a higher difficulty or change the

exercise to be rechallenged with a new situation

(APA PsycNet, 2023; Anguera et al., 2022).

MathKinetics incorporates some of the principles of

Life Kinetik, especially the combination of cognitive

Mathkinetics: Solving Arithmetics While Running out of Breath

251

and motoric exercises and quickly changing

situations.

The third pillar of MathKinetics is Gamification.

Gamification is the integration of game elements into

a non-game scenario that does not primarily serve

entertainment purposes (Uppalike, 2022).

Gamification in learning scenarios usually addresses

users’ sense of engagement, immediate feedback, and

a feeling of accomplishment and success after

overcoming challenges (Kapp, 2012). An example of

Gamification in an application is “Zombies, Run!”. It

uses immersive audio drama to enhance the running

experience while offering a mini-game to play after a

running session. In MathKinetics, the training of

arithmetic skills through multimodal learning and

Life Kinetic is wrapped in a game-like scenario where

users sort obstacles while solving arithmetic

problems to improve a high score.

The design of MathKinetics was inspired by two

pedagogical theories also used within gamification:

flow and the ARCS model of motivation. The theory

of flow describes learners who are in a constant state

of interest. This can be achieved by constantly

adapting the challenge level and making the game

neither too difficult nor too easy (Nakamura &

Csikszentmihalyi, 2002). MathKinetics further aims

at the flow experience, which describes the optimal

state of experience, enhanced action execution, high

self-esteem, positive state of mind, and high life

satisfaction (Brandstätter et al., 2013). To address

this, exercises start out easy with few obstacles and

gradually increase their frequency in the game.

The ARCS (Attention, Relevance, Confidence,

and Satisfaction) model describes an instructional

design to motivate learners by grabbing the learner’s

attention, portraying the relevance of the material,

assuring the learner’s confidence to solve a task, and

providing a satisfactory experience to the learner who

then continues (Keller, 1987). MathKinetics, for

example, grasps learners’ attention by presenting an

engaging environment and interface in-game while

supporting play without a controller. Furthermore, the

relevance is provided as arithmetic, and multitasking

are part of our daily lives. Moreover, MathKinetics

aims to build confidence in becoming better at

overcoming the game challenges and technically

never losing since the game has no end. Lastly,

satisfaction is addressed as learners can measure their

progress through the distance score in-game.

As mentioned before, there are applications with

functionalities more or less similar to MathKinetics

(e.g., Zombies, Run!). Some of these applications are

designed to train arithmetic skills while moving, such

as Jumpido (ODD, 2023a) and One-Shot-Gesture

(Junokas et al., 2018). A study showed that Jumpido,

for example, can support the ability of kids to remain

concentrated for longer periods and that it motivates

kids to improve and solve their homework faster

(ODD, 2023b). Jumpido and One-Shot-Gesture

require users’ body gestures to solve arithmetic

problems, whereas users of MathKinetics speak

arithmetic solutions while using body gestures to sort

obstacles.

2.2 Game Mechanics and Setup

MathKinetics is a running game where the objective

is for the avatar to cover as much distance as possible

while dodging obstacles and solving arithmetic

problems before time runs out (see Figure 1). The

avatar in the game mimics the actual player’s

movements. When the player moves to one side, so

does the avatar. When the player crouches, the avatar

crouches. When the player extends both arms to the

side and moves them down, the avatar jumps.

The avatar has to dodge obstacles by moving left

and right, crouching, or jumping to avoid being

penalized with time. Obstacles include upper brick

walls where users need to crouch to bypass them,

lower brick walls where users need to jump, and

bombs that can be bypassed by moving left or right.

Touching obstacles will subtract additional time from

the countdown (brick walls 10 seconds and bombs 15

seconds).

To gain time for running greater distances, the

avatar needs to pick up yellow-question-mark-cubes

to trigger arithmetic tasks (see Figure 1, the top

middle). Users can stack up to five problems (See

Figure 1). To get the bonus time from the arithmetic

problems, the player has to clearly pronounce their

solution. If in doubt, the player can move to the

subsequent arithmetic problem by saying: “Next”.

Speaking out loud the correct arithmetic result will

add 5 seconds to the timer. The arithmetic problems

were randomly generated. The first part was to

randomly select the operation i.e. addition,

subtraction, multiplication, and division. In a later

step, the operands were randomly selected (1 to 60 for

division, 1 to 11 for multiplication, and 1 to 30 for

addition and subtraction) allowing only for problems

that provide a natural positive number as their result.

The subtracted and added time numbers can be

adjusted in the code and were chosen after playtesting

the game a few times for a good feel of not being too

quick or too hard on the player.

The distance is the score that will determine how

well the player has performed in the game and give a

sense of competition to invigorate the players to

CSEDU 2024 - 16th International Conference on Computer Supported Education

252

become better and play again. To prevent the player

from getting used to patterns of movement or getting

bored, all obstacles and game objects are

continuously and randomly generated. Moreover,

more bombs are spawned the more the game

advances.

Figure 1: MathKinetics screenshot of the running

application.

The player interaction is performed through body

movements and voice inputs. The general setup is

shown in Figure 2. The player should stand around

three meters from the camera and the screen. We

utilize a camera to identify the player's posture via

pose estimation libraries. Similarly, for voice

recognition, audio is recorded and analyzed using

available libraries. The game itself is rendered by a

dedicated machine on a large screen.

Visual feedback is an essential aspect of the game

design. The distance, which is represented by the

score and the timer, is already part of the visual

feedback. It provides information to the player on

how the game is progressing. Colored text pops up on

the screen informing users whether their answer to an

arithmetic problem was correct or not. Every time the

avatar hits an obstacle, an animation of a dust cloud

or explosion will appear to signal the collision. In

addition to this visual feedback, sound effects are

played upon certain events, such as jumping,

collisions, etc.

2.3 Implementation

The current implementation of MathKinetics was

developed on a Windows 10 operating System using

the Unity Engine Version 2021.2.7f1. To capture the

body posture of the player and translate it into the

avatar movements, we used Pose Cam

and PoseAI

Pose Cam is an iPhone application utilizing the

iPhone camera to send data regarding the player’s

Pose Cam. https://apps.apple.com/mr/app/pose-cam/

id1555012109

body posture via UDP to the PoseAI libraries running

on a PC. With this input, the PoseAI libraries create

the avatar animation mimicking the player’s body

posture in (almost) real-time. MathKinetics uses the

KeywordRecognizer class of the Windows Speech

Recognition Engine to track the user’s voice input

(i.e., verbalized answers to arithmetic problems). This

solution allows MathKinetics to identify predefined

keywords, such as numbers. The selection of these

technologies was based on the author’s familiarity

with them.

Figure 2: An illustra.tive example of room setup and user

position.

3 METHOD

To investigate the user experience of MathKinetics,

we conducted user tests where participants played

MathKinetics. To investigate the user experience of

MathKinetics, we conducted user tests where

participants played MathKinetics. 20 participants (7

females, 13 males) were recruited for that task,

whereby the participants’ ages ranged from 22 to 35

years. Due to the lack of accessibility of the

application and conducting research at the lab,

volunteers were selected from the social network of

the first author.

The procedure of the user studies consisted of the

following steps. In the first step, participants receive

explanations about the game and its features. Then the

experimenter played MathKinetics in front of the

participants to show them how it works, showing how

to dodge obstacles, collect problems, and provide

Pose AI, Home | Pose AI. https://www.poseai.co.uk/

Mathkinetics: Solving Arithmetics While Running out of Breath

253

answers. Participants then played MathKinetics for a

minimum of two rounds to get a good feel of it.

After playing, participants answered a user

experience survey (see Table 1). The survey was

designed with Google Forms, and answers were

submitted anonymously. Besides the survey, the

experimenter took note of important events (e.g.,

competitive behavior, playing longer, pose

recognition issues, etc.) that happened during the

participants’ interaction with MathKinetics.

Due to the lack of accessibility of the application

and conducting research at the lab, volunteers were

selected from the social network of the first author.

The procedure of the user studies consisted of the

following steps. In the first step, participants receive

explanations about the game and its features. Then the

experimenter played MathKinetics in front of the

participants to show them how it works, showing how

to dodge obstacles, collect problems, and provide

answers. Participants then played MathKinetics for a

minimum of two rounds to get a good feel of it.

After playing, participants answered a user

experience survey (see Table 1). Besides the survey,

the experimenter took note of important events (e.g.,

competitive behavior, playing longer, pose

recognition issues, etc.) that happened during the

participants’ interaction with MathKinetics.

Table 1: Questions of the User Experience Survey.

Question Category

Question

Type

1.) Using the app is good for practicing

arithmetic skills

Learning

10-point-

Likert scale

2.) Would you like to see variations of

the app for training other types of

nitive skills?

Learning 3 Options

3.) What, if anything, do you feel like

you learned from using this app?

Learning Open

4.) I would like to use the app again.

Motivation/fun

10-point-

Likert scale

5.) Do you enjoy the idea of being able

to burn calories whilst also practicing

mental skills such as arithmetics?

Motivation/fun

10-point-

Likert scale

6.) I had fun using the app Motivation/fun

10-point-

Likert scale

7.) Which game features do you think

would make the application feel more

Motivation/fun Open

8.) Have you ever used an application

similar to the one you just tested?

Bias Test 3 Options

9.) How would you rate your usability

experience with the application?

Usability

10-point-

Likert scale

10.) What improvements would you

make to this application to make it more

intuitive and use

-friendl

Usability Open

11.) Any additional comments and/or

feedbac

General Open

4 RESULTS

The duration of the played rounds ranged from 60 to

180 seconds (M=100; SD=25.78) depending on how

well participants played the game.

When investigating the use of MathKinetics as a

tool supporting learning, the following results were

obtained via open and closed questions (see Table 1).

For closed questions, we received 20 responses each.

When asked to rate MathKinetics as a tool for

practicing arithmetics skills (Q1), participants

provided an average score of 8.9 (SD=1.41).

Participants were further asked whether they would

enjoy variations of MathKinetics, which would

require them to solve other types of mental problems

such as providing answers to flashcards (Q2). In

response to that question, 19 participants agreed and

one was indecisive.

We then asked participants what they learned

while playing with MathKinetics (Q3, n=18). The

most common answer (8 participants) relates to the

development of “task switching”. Task switching is

an executive function that relates to the concept of

cognitive flexibility. It involves the ability to rapidly

and efficiently adapt to different settings without

being conscious of it (Scott, 1962). Another common

answer was related to the practice of arithmetic skills

(4 participants).

Participants were further asked to evaluate the fun

and motivation to use MathKinetics (Q4). Results

from the survey show that participants would

generally like to use the app in the future (Mean=8.1;

SD=2.15), (Q5) that participants generally liked the

idea of burning calories while solving arithmetic

problems (Mean=8.45; SD=2.01), and (Q6) that

participants had fun using the app (Mean=8.45;

SD=1.67). According to participants, improvements

to make MathKinetics more fun and engaging (Q7,

n=16) comprise the addition of power-ups (6

participants), a greater variety of obstacles and moves

(3 participants), more explicit positive feedback,

additional levels (2), additional multiplayer options (2

participants), training different mental skills (2), and

the addition of online high scores (1).

While conducting the user test, the experimenter

noticed that three participants were so enthusiastic

they wanted to play longer. Nine participants were

also very competitive about wanting to beat the other

participants’ high scores or reach the highest score

possible. Three of these participants managed to

reach the highest scores. In contrast to the other

participants who did not try as hard and as long, these

three started to lose their breath due to prolonged

sessions and intensive engagement.

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As we assumed the novelty factor of the

application and one’s attitude towards video games as

potential bias, participants’ motivation to use

MathKinetics was evaluated (Q8). Therefore, we

asked whether a similar application was used before.

14 participants had never used a similar application

before, four were not sure, and two reported having

used a similar application.

Participants were further asked to rate the usability

of MathKinetics (Q9). The average rating given by

participants was 7.05 (SD= 1.15) on a 10-point Likert

scale, which shows the current version of

MathKinetics has fair usability. When asked for

improvements in terms of usability (Q10, n=19) and

general comments (Q11, n=13), the number one

concern was the improvement of speech recognition

(8 participants), followed by the responsiveness of the

motion capture (6 participants), the addition of a

tutorial (6 participants), and the addition of some type

of difficulty progression (2 participants). The

experimenter also noticed that the size of the

participants influenced the pose recognition of the

app, where larger participants had more difficulty

getting their gestures recognized.

5 DISCUSSION

With the help of user tests, we wanted to explore the

user experience of MathKinetics as a learning

application (RQ1). Results from the tests indicate that

MathKinetics is a good tool to practice arithmetic

skills (RQ1a). Even though other mental skills have

not been tested, the user tests indicate the possible

transferability of MathKinectic’s concept to other

skills and problems such as flashcards, and

vocabulary training, as mentioned by the participants.

Moreover, participants agreed that MathKinetics

could be used to train task switching. This is an

unexpected and positive result, as task switching is

associated with academic achievement (Jacob &

Parkinson, 2015).

The second important aspect of our research

questions concerns the motivational aspect of using

MathKinetics (RQ1b). We consider this aspect to be

relevant because learners need to remain motivated

for an extended period to develop their skills. Results

from our study show that users tend to have fun while

using MathKinetics, they would like to use it in the

future, and they enjoy the concept of training

cognitive tasks while being physically active. We

consider this last point particularly interesting as it

addresses some of the side effects produced by other

digital learning technologies. Current digital learning

technologies usually require learners to sit down for

extended periods. A habit that can lead to an

unhealthy lifestyle (Morgan & Jan, 2022; Singh,

2020; McGavock et al., 2006; Mainous et al., 2019).

This study has two main limitations. The first one

is the number of participants. Gathering and

evaluating responses from twenty participants does

not allow a generalization of the findings. This is

particularly true when considering the novelty factor

for most participants of the user study, and their

relationship with the experimenter.

The second main limitation concerns the method

utilized for the data collection. There was no

collection of the number of arithmetic answers nor

mistakes, that could provide some hints regarding the

arithmetic skills of the participants. Moreover, the

utilization of standardized usability and user

experience questionnaires would have provided more

rigor and reliability of the obtained results.

Nonetheless, for a formative study, the results of

the user tests reveal the potential of MathKinetics as

a fun learning application promoting physical

movements and cognitive training at the same time.

6 CONCLUSION

In this paper, we presented and evaluated

MathKinetics, an application that is inspired by the

principles of Multimodal Learning, Life Kinetik, and

Gamification to support the development of cognitive

skills while promoting physical movement. The

results reveal that MathKinetics is fun to use and has

the potential to support the practice and development

of arithmetic skills and task switching. In addition,

participants enjoyed the possibility of burning

calories while training their mental skills.

With the addition of different types of problems

(e.g., vocabulary training), the concept of

MathKinetics could be used to support the practice of

different cognitive skills and abilities. We thus want

to start with the implementation of the mentioned

flashcard scenario. Following the feedback on

usability, the use of better and more available pose

estimation and voice recognition models is planned.

Overall, we showed that Multimodal Learning,

Life Kinetik, and Gamification can be integrated into

a learning application such as MathKinetics, which is

capable of supporting and motivating people to

practice cognitive skills while engaging in physical

activities. Hence, it presents a promising direction for

integrating physical well-being with cognitive

development.

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255

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