###### Abstract
Theoretically, children with SLD could improve their learning through movement by maintaining the level of attention needed to perform cognitive activities [16,17]. Attention is an essential requirement for adequate cognitive functioning. Children with attention problems also have learning difficulties with a reduced ability to store information. A good level of attention requires the inhibition of irrelevant information and a focus on relevant information for prolonged periods [3]. Regarding SLDs such as dyslexia, there are other cognitive functions related to learning to read, such as the ability to decode visual stimuli, naming speed, vocabulary size, working memory capacity, and the ability to maintain attention and concentration. Graphene-phoneme-graphene associations represent a central aspect in learning to read and write. In the HapHop-Physio mini-games, these aspects are approached from memory [3]. In the case of dysgraphia, memory allows to maintain the topic of the text. Consequently, memory plays an important role in increasing writing proficiency. Meanwhile, visuospatial skills are related to an adequate spatial organization that facilitates the subsequent reading of the text. Likewise, the proper management of attentional resources is a skill that facilitates learning to read and write [3]. Correcting errors seen in children with dyscalculia involve abilities such as spatial organization, visual attention, motor skills, judgment, reasoning, and memory. Working memory associated with sustained attention plays a central role in performing arithmetic operations [3]. All these cognitive aspects related here to SLD were taken into account in the functionality of HapHop-Physio. The literature contains multiple studies relating the use of exergames for different motor and/or cognitive rehabilitation therapies. These studies are mainly focused on the elderly or adults with different mental disorders [18,19]. Patients and healthcare professionals generally view game-based interventions as fun and challenging [20]. Few games target children with cognitive disabilities. Some of these games captured physical data from wearables or sensors such as Kinect [21, 22, 23], offering playful experiences to reinforce attention, memory, and visual-spatial skills [24,25]. Nevertheless, these games do not report a comprehensive assessment of the technology to determine validity in terms of applying the solution to the target population in a healthcare environment. In this sense, HapHop-Physio is a game specially designed and developed for targeting an underdiagnosed population: children with SLD. It aims to train basic cognitive skills and promotes learning through physical activity, hence its final characterization as an exer-learning game. The HapHop-Physio project was a technological transfer initiative developed at the Universidad del Cauca in collaboration with the Fraunhofer Institute for Digital Media Technology in Germany. The ENI (Evaluacion Neuropisciologica Infantil), a test battery developed in Spanish for Latin American children with similar language backgrounds [26], was used as a reference for the development and system scoring of HapHop-Physio. The ENI evaluates a wide spectrum of functions included in neuro-psychological domains, distributed in three sections. The cognitive functions section consists of 58 grouped tasks, including memory and attention. Three tasks and fourteen measures are included to assess executive functions. The last section evaluates the soft neurological signs. This clinical instrument is flexible and in accordance with the developmental stage in which the child is. It is standardized for different age groups. A previous version of the game was graded as usable and functional through testing and evaluation of two initial prototypes [27]. In this paper, an assessment framework was applied to evaluate whether the game is appropriate and secure as a support tool for the therapies.