An Interactive Software approach to promoting Space Science and Technology Education

Promoting Space Science and Technology in Africa:
An Interactive Software Approach
Baiyere, Fadare Abayomi (Research Scientist/Software Developer)

ABSTRACT
Generally in Africa, Space Science and Technology is considered a very difficult and esoteric
field reserved for the “ultra intelligent”. Hence Space Science and Technology as an
educational option continues to be seen as an option to be completely avoided. This trend could
seriously hamper the progress and development of space technology in the continent with
adverse long term effects.

Consequently this paper focuses on bolstering Space Science and Technology Education in the
continent by the pragmatic fusion of exciting entertainment software with a highly focused
educative curriculum content.

Furthermore, there exists an avalanche of evidence to show that youths and young minds will
naturally prefer to play a game or engage in an entertaining software rather than to read an
academic textbook having the same content.

This paper further covers the development of an educational software – “Launch Director!”
that is designed with the aim of serving as a compendium on rocketry curriculum for a wide
range of users.
The software is structured in three complementary phases with detailed rocketry tutorials and
academic demonstrations skillfully embellished with entertaining games, interactive designs and
quizzes. It also intelligently provides a phase which enhances the learning process. The user is
put in a simulation environment with practical hands-on experience, requiring critical mission
assumptions, decisions and calculations with instant response and feedback. This ultimately
fuses the entire concept that has been learnt so far, with this simulated real life scenarios.
KEY WORDS: Education, Simulation, Fusion, Development, Space curriculum and Space
Awareness

Realising the Need for Space Education is
not enough to propel Africa to the desired
INTRODUCTION level of space preparedness. There is also a
strong need for careful consideration of the
The relevance of Space Science and
most effective and impactful approach that
Technology in the world and to mankind can
will give the desired goal in a short period of
not be over emphasized. In order for Africa
time. This is necessary because the margin
to be an active participant in global space
between Africa and other continents of the
activities, there needs to be a huge focus on
world in terms of space development and
space education in the continent.
activities is so wide that if the conventional

3rd IAA Regional Conference Space for Africa: Joint Participation, Knowledge Development and Sharing
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educational methods alone are applied, education and generate space
Africa will continue to play catch up with awareness in the continent.
the rest of the world for indeed a very long
time. These are some of the highlights of the
issues that are addressed by this approach to
The question to be answered now is this: promoting space education and development
“What are the effective and impactful in the continent. These highlighted points
educational approaches that can be cut across three major professional fields
implemented?” ranging from:

This paper presents one unique identified  student/learning psychology
answer to this question: the use of
interactive educational games and  pedagogy and educational system
simulation softwares.
 educational infrastructures and
institutions.

BACKGROUND TO STUDY (The This invariably implies that there are several
African Educational system Overview) stakeholders required for the successful
implementation of an adequate intervention
Some key factors observed in the African to space education and capacity building in
context of space development forms the Africa.
basis for this educational approach. A quick
overview of the present status of space Space Orientation:
education in Africa reveals the following:
In Africa the interest in Space activities
 In Africa, most people consider the needs to be built first before we can
study of space science and effectively build a sustaining capacity for
technology to be a field for the space development. How then can space
gifted. This misconception further activity be promoted to effectively generate
alienates the young people that form a susbstantial interest? To answer this
the core of the future of the continent question we need to identify the factors that
from taking up educational can make space education as an academic
programmes in this field. option, an option that has been avoided by
most.
 The dominant method of tutoring in
Chief among these reasons is the
Africa is the conventional method of
misconception that space science and
reading space text books amidst an
technology is for the most intelligent and the
allocution of instructions. This
best in the society. To make a “difficult
pedagogical approach can gradually
task” seemingly easy there has to be an
drain the zeal and interest from
element of interest and the task becomes
initial space enthusiast.
even easier if an element of fun is
introduced into it. A task that is presented in
 There also exists an Insufficient a manner that makes it fun will, among other
availability of educational resources possible options, undoubtedly generate
and institutions to promotes space interest.


Pedagogical Orientation: needed. Another essential step is Including
space science as part of the educational
The continent is in the transitory process of curriculum in schools and also making the
gradually evolving from the era where basic educational resources available for this
people are cajoled, encouraged and even purpose.
coerced to get education to a point where
every one knows and appreciate the need to
be educated. For a society in such a
transition phase, it becomes necessary to SPACE EDUCATION INTERVENTION
adapt a welcoming and exciting pedagogy CONCEPT
approach for such a developmental The concept discussed in this paper as an
endeavour as space science and technology.
intervention means to promote the level of
Using an inviting pedagogical approach is space education in the planet, is based on the
especially necessary to counter the use of interactive tools, especially
misconceptions of the special abilities simulation softwares and educational games.
required to understand the so called
The major driver of this concept is the
“difficult” space concepts. balanced fusion of educational curriculum
Space Institutions: and entertaining concepts into the softwares.
Therefore it is an approach that does not
There exists a large vaccum to be filled in consider education or entertainment but
the process of passing across relevant rather education and entertainment as its
information that can significantly increase core.
the level of participation of Africa in Space
activities. If this vaccum is to be ever filled, Considering the challenges of space
the issue of “how, who and where?” education in Africa highlighted above, a
therefore arises. This are key questions for closer look will be taken to observe the
decision makers to develope an answer and impact and rationale justifying this
implement a solution to. approach.

If we consider primarily the “why?” of this Space Orientation Intervention:
issues we can logically generate several
It has been identified that a vast majority of
reasons by considering the counter question Africans shy away from space related
“why not?” If there is a genuine interest to activities because of the impression that
promote the involvement of the continent in space as a topic is very complex and it
space development then, why not? If there should be reserved for the developed nations
exists a vision to develope the space
where there are super brilliant and intelligent
capacity building of the latent potentials in people. This perception has further
the continent, then why not? These among decreased the passion and zest to learn or to
other generated reasonings can help be involved in space research and
stimulate and identify developmental development.
options of effective space institutions in
Africa. To make a seemingly complex task appear
easy, interest needs to be built on that task.
Basically, institutions that will promote and A basic principle of generating interest in
inspire space activities in the continent are


such a case is to make the task become fun helps us maximise the existing
and entertaining rather than arduous and infrastructures while creating the network
burdensome. for future development.

Hence, the introduction of educative and yet
entertaining softwares and games becomes
an invaluable tool. This approach is aimed at CASE STUDY: LAUNCH DIRECTOR!
making perceived complex tasks contain Concept Discussion:
some elements of fun and challenge, which
inspires the interest required to pass the Launch Director [LD] is an Educational
main educative content across. Software Game that is designed with the aim
Pedagogical Intervention: of serving as a complete compendium on
rocketry for educational purposes. LD is
Furthermore, the pedagogical approach used aimed at passing across real life education
to present space concepts to students or
about rockets with an exciting
participants in Africa should be reviewed to
allow for interactions, feedback and of embellishment of entertaining fun
course fun without losing focus of the main options.(see figure 1)
aim.

While maintaining the intellectual capacity
present in the continent it is also important METHODOLOGY
that the younger generations are targetted Design Process:
because then we are sure this knowledge
won't fade away easily and we are certain The design of the software involved a
that we are building the foundation for the research in two dimensions: first, deciding
future of space development in the on the rocketry concepts to be focused on
continent. and understanding the principles behind
these concepts, and second, the most
Space Institution Intervention: effective presentation approach to be used
With the present state of institutions and without compromising the educational and
infrastructures available in Africa, the use of entertainment objectives.(see figure 2)
an interactive solution like the software
simulation presented in this paper can be an The software design has been structured as a
effective way to provide an educational 3-in-1 software with three complementary
platform where resources can be shared and phases:
the cost of replicating devices and
laboratories can be minimised. Phase I [Rocket Structure and Design]:

This concept however does not diminsh the This phase of LD introduces users to the
need for increased contact points for space fundamentals of building a rocket using
education. Instead it is an option to be used variants from water rockets to the
as an intervention for the present before the sophisticated future Space Shuttle!
institutions are created and also after they
have been created. It is an approach that


A selection is made by the user from the list of a simulated real life rocket launch
of possible rockets. Users are then provided situation, where he/she needs to make
with parts of a rockets required to assemble mission critical decisions, assumptions and
the rocket selected. They are given a brief even calculations like a real Launch
description of what the part does and what it Director!
is about. The user then has the responsibility
For each of the rockets built, the user has the
of deciding which of the part options to use
priviledge of coordinating all the activities
and where that part belongs on the rocket.
required to launch the rocket. In this phase
the user selects a mission (moon mission,
The user is guided by the part descriptions
payloads deployment, Satellite repair,
and further information is provided in phase in‐orbit transfer, Hubble mission e.t.c) and is
III of the software for the assembly process. expected to pick the right rocket for the
If a part is wrongly placed, the software at selected mission and is also saddled with the
the early level will return the wrongly task of ensuring there is a successful
placed part and provide a brief explanation mission. (see figure 6)
on why that part is not a suitable choice. (see
A successful mission involves: successful
figure 3& 4)
take off, attaining the right escape velocity,
As the user improves in the assembly flying at the right weather conditions, taking
process the software provides him with more all necessary equipments for the mission,
difficult rocket assemblies. The user avoiding overloading the rocket (mass –
therefore proceeds gradually from the first weight considerations), fuel consumption
assembly (water rocket) to other known consideration, and several other critical
rocket models and finally to a complex mission dependent decisions.
fictitious space shuttle.(see figure 5)
Each responsibility opens an avenue for
The objective of this phase is to help the educational exposure to materials, samples,
user gain a good understanding of the basic theories, formulas, demos e.t.c that focuses
rocket design principles, parts, composition, on that point. The user is expected to make
abilities, capacities, mission history among mistakes but at each point he is guided by
many other rocket design concepts. the relevant materials to reveal the necessary
knowledge that is required to go beyond that
The user is fed several educational details point and proceed in the simulation until a
while keeping him engaged in the challenge succesful mission is achieved.
of getting the next rocket built. He implicitly
gathers knowledge, applies the knowledge The key target of this is to allow the users to
and will respond to questions relating to have a virtual hands-on session. The effect
knowledge gathered here in phase III. of decisions are made visible to them and
they are able to appreciate how a change in
Phase II [Rocket Launch Simulations]:
one of the launch parameters can affect the
This phase puts the user in the drivers’ seat whole launch process. They are also made


aware of the basic concepts required for a Progress through this phase is punctuated by
rocket launch, including the Dos & Don’ts . a series of interactive questions and
scenarios where the user is expected to
Phase III [Rocketry Tutorials & Demos]:
answer or make a decision. Some presented
This phase basically provides general scenarios have no True or False answers but
educational information and materials. It the software provides more explanations
provides the insight and knowledge required based on the selected choice of the user,
to navigate through the other two phases thereby providing an interactive learning
progressively. The presentation of the session.(see figure 7 & 8)
tutorials is spiced with interactive scenario-
The present software version is targetted at,
based discussions, questions & answers,
but not limited to, students in the secondary
videos and pictorial descriptions to visually
school, space enthusiasts and the learned
bring home each point to varying degree of
space connoisseur.The basic platform for the
users.
software has been developed with the aim to
For the more academically inclined user, further develope it and continuously upgrade
this phase can be directly utilised to get the its scope and simulation capacities to cover
theoretical details covered about rocketry. these principles.

Figure 1: Opening view of the Launch Director


Figure 2: The Software Menu options

Figure 3: View of the assembly stage for a water rocket.


Figure 4: A completed water Rocket assembly

Figure 5: View of the rocket options for assembly and missions


Figure 6: Snapshot of a water rocket Launching Pad

Figure 7: View of some topics covered by the educational material.


Figure 8: View of an educational resource in the software.

CONCLUSION ACKNOWLEDGEMENT

Space for Africa, Space in Africa, Space by I thankfully acknowledge the support of
Africans! For an effective improvement of African Regional Centre for Space Science
the level of space activities in Africa, there and Technology Education – English
needs to be a build up of interest by Africans (ARCSSTEE/NASRDA) of the Federal
to learn more and discover the possibilities Ministry of Science and Technology;
that space development offers. To achieve especially the immediate past and present
this, an approach has been patterned after Directors, Lt. Colonel Alobawone A. of
the natural tendencies that inspire interest – Ghana Armed Forces, Mrs Lami Fadiora,
Entertainment. This thus leads to a fusion of Mr Leye Salu, Mr Kayode Adepoju, Miss
Education and Entertainment with the aim to Funmi Erinfolami, Mr Etim Offiong and Mr.
educate while entertaining and eventual Echi Friday.
conquer the fear and lack of interest that is
threatening the advancement of space
education in the continent.


BIBLIOGRAPHY

1. Deborah A. Shearer, Gregory L. Vogt, Ed. D. NASA Rockets guide: An Educator’s
Guide with Activities In Science, Mathematics and Technology

2. Microsoft ® Encarta ® 2009.

3. Prof. O. O. Jegede,
Space Education and capacity building for sustainable development in Africa. First
African Leadership Conference on space science and Technology for Sustainable
development – Unpublished Presentation, 2005

4. K. W. Hipel, M. M. Jamshidi, J. M. Tien, and C. C. White III, The Future of Systems,
Man, and Cybernetics: Application Domains and Research Methods, IEEE Trans. on
Systems, Man, and Cybernetics – Part C: Applications and Reviews, 37(5), 2007, 726 -
743.
5. A trip to outer space (Image credit) http://hulchul.urdupoint.com/HC/index.php
?showtopic=214629


An Interactive Software approach to promoting Space Science and Technology Education

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An Interactive Software approach to promoting Space Science and Technology Education