From Angry Bird Application to STEM Activities in Real Life - sersc
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International Journal of Advanced Science and Technology
Vol. 29, No. 7s, (2020), pp. 878-883
From Angry Bird Application to STEM Activities in Real Life
Tannirat, T.
Education Faculty, Bansomdejchaopraya Rajabhat University, Bangkok, 10600 Thailand
thidarat.ta@bsru.ac.th
Abstract
Science, Technology, Engineering and Mathematics Education: STEM is an integration of 4 subjects
for students to learn knowledge and improve skills for their daily life. One of the most important skills
in STEM instruction is systematic thinking to solve challenging problems which can be created by
using entertaining instructional media such as multimedia and games. The purpose of this study is to
investigate the results of applying the Angry Bird application as a learning instrument for teaching
elementary school students. The population of the study consists of 902 elementary school students
from 10 schools under The Bangkok Metropolitan Administration, Thailand. As for the data quality,
there was a collection of in-depth interview coming from 20 teachers and 40 students. In this study, it
was found that most of the students have used the Angry Bird application. When the rules were
explained, the students worked together to plan, analyze, practice and solve problems until they meet
the goal. The result found that instructional media can create an opportunity for students to work and
solve problems together. Also, this application is really recommended to teachers for using to improve
the student’s skills such as communication skills, critical thinking skills and daily living skills.
Keywords— Application, Game, STEM, Active learning
I. INTRODUCTION
Science, Technology, Engineering, and Mathematics (STEM) have been being the foundation for
discovery and technological innovation. Individual success in the 21 st century economy is also
increasingly dependent on STEM literacy; simply to function as an informed consumer and citizen in a
world of increasingly sophisticated technology requires the ability to use digital devices and STEM
skills such as evidence-based reasoning. STEM education can be successful by considering student
factors. The activities need to engage students where disciplines converge and build computational
literacy which is also entertaining to keep student's focused on the learning process. (The committee on
stem education of the national science & technology council, 2018)[1].
Fig. 1 Angry Birds Application
ISSN: 2005-4238 IJAST 878
Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 7s, (2020), pp. 878-883
Rosso (2013)[2] said that a decade ago Android has undoubtedly been the star platform; now
comprising more than 35% of downloads on the site and most of its downloads were video games 1. Fig.
1 is a picture downloaded from Angry Birds Application. Angry Birds is so successful and popular 2.
Angry Birds is instructional media for many subjects. Instructional media help students visualize a
lesson and transfer abstract concepts into concrete, easier to remember objects. The LearningWorks for
Kids (2019)[3] stated that Learning Quotient (LQ) of Angry Birds has 9 scores. LQ is a score we give to
games and apps that reflects our judgment of how well the media balances entertainment quality with
the potential for improving thinking skills and academic proficiency. The LQ is calculated by averaging
the Fun score and the Brain grade. The Fun score is calculated from Interactive Quality, Presentation
Quality and Depth while the Brain grade is calculated from Thinking Skills, Learning Curve and
Academic skills. Angry Bird got 9.8 and 8.1 for respectively. Therefore, it can be concluded that this
game is good and my suitable for children.
Active Learning is defined specifically as “Any instructional method that engages students in the
learning process”. To be more specific, Active Learning requires students to do meaningful learning
activities and to think about what they are doing. Rostamizadeh, Strnadova, Kagy, Ma, & Kayadelen
(2019)[4] observed the effect of significant changes to the learning environment occurs in real-world
learning tasks. In accordance with Gao (2019)[5] showed that Active Learning is more effective in
improving various aspects of students’ learning attitudes toward physics, especially in helping students
make real-world connection, promoting students’ interests in physics and improving students’
problem-solving abilities. Neeraja (2011) said instructional media help students visualize a lesson and
transfer abstract concepts into concrete, easier to remember objects.[6] If the Angry Bird application is
applied into actual learning instructional media for learning Science, Technology, Engineering and
Mathematics Education: STEM to improve student’s skills.
The Faculty of Education, Bansomdejchaopraya Rajabhat University has joined the education and
district development project from Office of the Higher Education Commission Fund. The main
objective of the program focuses on providing education for students to improve thinking skills,
social skills, communication skills and technological skills. Hence, the STEM Education is vital for
the future success of students. Integrated STEM education is one way to make learning more
connected and relevant for students.[7] It' s also lead to the game direction of the Thai government
policies to reduce study time and increase learning time for students by learning happily, teachers can
apply knowledge through STEM Education. The project members used instructional media activities
and implemented it to students in schools under The Bangkok Metropolitan Administration. The
author is one of the project members and doing research on a topic “Guidelines for Promoting Create
Instructional Media for Teachers under The Bangkok Metropolitan Administration” . This article
shown results adapt Angry Bird application to activities in real life for teaching elementary school
students.
II. RESEARCH QUESTIONS
If the Angry Bird application is applied into actual learning instructional media for learning
Science, Technology, Engineering and Mathematics Education: STEM, how can students learn?
III. RESEARCH OBJECTIVES
To study how to apply Angry Bird application as an actual learning instructional media for learning
Science, Technology, Engineering and Mathematics Education: STEM.
1
https://www.phonearena.com/news/Angry-Birds-2-passes-20-million-downloads-in-one-week_id72389
2
https://www.mauronewmedia.com/blog/why-angry-birds-is-so-successful-a-cognitive-teardown-of-the-user-experience/
ISSN: 2005-4238 IJAST 879
Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 7s, (2020), pp. 878-883
IV. RESEARCH METHODOLOGIES
The data was used in the research are defined in 3 steps of the research method. The first step was
to study and to select instructional media or innovation for STEM Education to improve student’s
skills. The second step was to create instructional media and implementation. And the third step was to
interview student and teachers to find results activities and guidelines for teaching and learning
development so that students are ready to study or continue working. Research process is shown in
table 1
Table I process and description
Process
Method of data Collection Source of Data Analysis
Step 1 Inquiry, analyzation and selection Website, Book , Text book Document analysis
Step 2 Experimentation 902 students from 10 schools3 Observation
Step 3 Qualitative data collection: 40 students Content analysis
interview 20 teachers
from 10 schools
V. SAMPLES
902 elementary school students from 10 schools under The Bangkok Metropolitan Administration,
Thailand play Angry Bird in real life. The sample was from 40 students and 20 teachers from 3
Elementary school under The Bangkok Metropolitan Administration, Thailand that were interviewed
in November of 2019.
VI. INSTRUMENT
The actual instructional medias (Cheap, easy to create and maintenance) which was applied from
the angry bird application concept are as in Fig.2 and Fig.3 but reduced the variable from game.
A B C
Fig. 2 Instructional media; Throwing balls
A is throwing instrument B is a target box
C is the position of the instrument
A B
Fig. 3 Instructional media; Rocket motion
A is pad B is rocket
3https://drive.google.com/drive/folders/1NZW2Z7PhPvaZcLNMmTtloTfXZulbM-XA?usp=sharing
ISSN: 2005-4238 IJAST 880
Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 7s, (2020), pp. 878-883
VII. DATA COLLECTION
1. Announcement for school applicants in October-November 2019. Schools prepared students
for activities provided by university staffs.
2. Making appointment between schools and university’s staff for 3 hours of activities.
3. Providing letters to schools.
4. Staffs and teachers meeting.
5. Implementing activities.
6. Observe activities.
7. Student and teacher interview about Angry bird application and activities.
VIII. DATA ANALYSIS
Document analysis and Content analysis
IX. CONCLUSION
The results of the interviewed with teachers and students are all known Angry Bird application.
Actual instructional media found that students applied their knowledge to think, to analyze and to
construct new ideas to solve problems. This activity also gives students opportunities to communicate,
to think and to share the ideas, promoting their social skills. Instructional instrument designed to help
students understand fundamental principles of STEM subjects (Science, Technology, Engineering and
Mathematics)
Fig. 4 Throwing balls activities
From Fig.4 At what force should student throw a ball if they want to score? This activity helps
students observe and quantify the relationship between force, launch angle and distance by getting
outside, throwing balls with different trajectories. What happens when you throw a ball very forceful,
very straight, or with a variable launch angle? What happens to how far the ball goes? What happens to
how fast the ball arrives at its landing spot? The investigation that guides students in an in-depth
exploration that involves detailed studies of video footage taken during activities.
Fig. 5 Rocket motion activities
ISSN: 2005-4238 IJAST 881
Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 7s, (2020), pp. 878-883
From Fig.5 Using a bottle pump and launching apparatus, students will make paper rockets that can
fly up. This activity is example of the design process, and an introduction to basic trajectory physics.
Students will select material of making paper rockets from a variety of papers and masking tape to make
their own rocket body and then affix a nosecone and fins to complete the assembly. Students are
presented with a challenge to make their rocket fly as far as possible, by setting the angle of the launch
tube. Afterwards, the class compiles the data and analyzes the results to see which body material, angle,
number of fins, etc.
From Fig.4 Throwing balls activities and Fig.5 Rocket motion, the example of activities adapt
Angry Bird activities have 5 steps; 1.) Explaining the rule of activities to students 2.) Divide students as
a group to think of ways to achieve the goal. Students should think about angle, Projectile Motion and
Force. 3.) Doing activities 4.) Determining learning activities and 5.) Conclusion for each activity.
Should allow students to study web4 at Fig.6
Fig. 6 Projectile Motion Examples
After observing the activities, the results of the interviewed with teachers and students showed that 1)
instruction media can create an opportunity for students to work and to solve problems together and is
recommended for teachers to use in their instruction to improve student’s skills such as communication
skills, critical thinking skills and daily living skills. 2) students are more interested in the instruction
explanation more than lecture method and 3) For teachers, who lack idea and time, after observing
these activities, they realized the necessity of instruction media and tried to create or implement one.
X. RECOMMENDATIONS
In this study, it was found that students learning as a group are more active and more motivated than
those that went through descriptive instruction. However, dividing students as a group were different
and several of the student’s knowledge and skills. Students normally prefer to be in the same group with
their close friends which will not favor them to practice their social skills. Moreover, the instructors
needed to be friendly and encouraged students to engage in the activities. Ueda, Suzuki, Itai,
Yamashita, & Ishii confirmed that knowledge is shared during pair work between highly skilled
learners and learners of lower skill levels. [8] This activity has highly variable range of levels of
intricacy, and can be conducted very effectively with any range of students.
ACKNOWLEDGMENT
Our thanks to the president and Director of Research Institute of Bansomdejchaopraya Rajabhat
University as they had supported a scholarship and research development for sustainable. Also thanks
to 2 groups of the students from Education program in Elementary Education and General Science
Education for performing the activity.
4
http://aboutscience.net/projectile-motion-examples/
ISSN: 2005-4238 IJAST 882
Copyright ⓒ 2020 SERSCInternational Journal of Advanced Science and Technology
Vol. 29, No. 7s, (2020), pp. 878-883
REFERENCES
[1] The committee on stem education of the national science & technology council. (2018). [Online].
Charting a course for success: America’s strategy for stem education. Available:
http://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.p
df
[2] R. Rosso, [Online]. “The most downloaded Android games on Uptodown in 2013”. Available:
http://blog.en.uptodown.com/the-most-downloaded-android-games-on-uptodown-in-2013/
[3] The LearningWorks for Kids. (2019). [Online]. Available:
https://learningworksforkids.com/playbooks/angry-birds/
[4] , J. F., Kagy, J., Ma, & T. Kayadelen, “The Practical Challenges of Active Learning: A Case Study
from Live Experimentation”. presented at 2019 ICML Workshop on Human in the Loop Learning
(HILL 2019), Organized by ICML of Long Beach, USA. June 14, 2019.
[5] X. Gao, “A Statistical Study of the Impact of Active Learning on Students’ Learning Attitudes
toward Physics Based on the CLASS-Phys Survey,” International Journal of Information and
Education Technology, [Online]. vol. 9, no. 12, pp. 849-853, December 2019. Available:
http://www.ijiet.org/vol9/1316-JR370.pdf
[6] K. P. Neeraja, “Textbook of communication and education technology for nurses”. London: JP
Medical Ltd., 2011, pp.350.
[7] M., Stohlmann, T. J., Moore, & G. H., Roehrig, “Considerations for teaching integrated STEM
education,” Journal of Pre-College Engineering Education Research (J-PEER), [Online]. vol. 2,
no. 1, pp. 4, April 2012. Available: https://docs.lib.purdue.edu/jpeer/vol2/iss1/4/
[8] M., Ueda, Y., Suzuki, A., Itai, T., Yamashita, & N, Ishii, “Report on Behavior Analysis Using Text
Mining in Pair Programming Education,” 6th IIAI International Congress on Advanced Applied
Informatics (IIAI-AAI), [Online]. pp. 1017-1018, July 2017. Available:
https://ieeexplore.ieee.org/abstract/document/8113400
ISSN: 2005-4238 IJAST 883
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