Survey for UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education Prize Winners (2006 - 2019)


Established in 2005, with the financial support of the Kingdom of Bahrain, the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education (referred to as ‘the Prize’) recognizes innovative approaches in leveraging new technologies to expand educational opportunities by enabling access to quality education and lifelong learning opportunities for all.

The first cycle of the Prize took place from 2006 to 2011. It was renewed in 2014 for the second cycle of 6 years until 2020. So far, a total of 20 innovative projects and programmes from 16 countries (Belgium, Bangladesh, China, Costa Rica, Egypt, Finland, Germany, Jordan, Republic of Korea, Russia, Singapore, United Kingdom, United States of America, India, Morocco, the Netherlands) were awarded. Given the diversity and creativity of the awarded initiatives, UNESCO is planning to document them, present on the Prize webpage and include in the publication on best practices in ICT in education.


The purpose of this survey is to collect primary data on the winning programmes. It will consist of quantitative and qualitative questions related to programmes’ impact on the beneficiaries/learners, achievement, changes occurred after winning the Prize, lessons learned, recommendations, further scaling up and evolution.



Name of prizewinning programme/project: 2015 Open Source Physics at Singapore (OSP@SG)

Programme duration: 2012 - present

Website: Email address and URL This email address is being protected from spambots. You need JavaScript enabled to view it.

Social media channels: Facebook, and other social media (Twitter, Linkedin, Youtube, Flickr, Google+) , ,  

Contact Person (Name, Title or Positions):  Lawrence Loo Kang WEE , Lead Specialist



Programme summary


OSP@SG provides teachers and students with access to affordable and customisable open-source educational resources so that the teaching and learning of Physics can be enhanced. These include simulations and tracker video models that can serve as powerful inquiry tools augmenting real-life experiments.OSP@SG leverages the progressive mathematical model building process using Easy JavaScript Simulations (EJSS) to allow students to propose their own initial ideas that can be modelled into a simulation. The closeness of the model versus the simulated or real world data (based on their worldview and scientific view such as displacement versus time) gives students the evidence to refine and improve their initial models. This iterative modeling building process is repeated until the students can achieve a mathematical equation that is a close enough ‘fit’ to the simulated or real world data.

Evolution of the Programme

The project has subsequently evolved along 3 trajectories:

  1. Teacher-created Games for Learning - Teachers can now modify existing simulations to create games for learning.
  2. Mobile-ready Apps - The simulations have been re-packaged as hybrid apps for use in mobile devices (iOS and Android). All the simulations can be repackaged as Android and iOS apps when school teachers request for them .
  3. Analytics of Use - We can now monitor and analyse students’ use of the simulations in real time through a plugin in the Moodle LMS. Here are screenshots of the analytics developed.

Figure 1: Moodle with EJSS plugin logging students who used the simulation

Figure 2: Moodle with EJSS plugin with simple real time display of who is online and using the simulation as well as the last action of each user.

Professional Development of Teachers

The resources are shared through teacher-led workshops and teacher work attachments. In 2019, MOE organised a hackathon where teachers could modify existing simulations to create games for learning. The response from teachers was positive and the event was a resounding success.

Spread across Subjects and Levels

While the core strength of Open Source Physics at Singapore is in Physics simulations and virtual laboratories, the programme has extended to other subjects. Currently, there is a small library of Mathematics, Biology Chemistry, Chinese, English games/interactives co-developed with teachers to be used with the Singapore Student Learning Space (SLS).

Figure 3: Screenshots of the mathematics games

Figure 4: Screenshots of English games

Figure 5: A simple “catch the falling apples” game with simple analytics (top right corner) showing correct ticks, incorrect crosses and question marks for inaction.


The program is currently sustained by a lead specialist from MOE Singapore. There is now an informal group of Tracker video modellers and EJSS games developers made up of teachers who contribute to the open-source Physics repository. We also have an increasing user base of more than 300 teachers.


Impact and Achievements

Number of views of programme website = 15 000 per month globally

Number of views of programme website = 9 000 per month Singapore only

Total number of app installations since 2017

Android = 200,000

iOS = 162,000

Number of participants trained per year to modify or develop simulations = 53

Number of teachers per year who attended sharing sessions = 200

Educational games created by teachers during SLS Hackathon = 18


Clemente, F. J. G., Esquembre, F., & Wee, L. K. (2017). Deployment of physics simulation apps using Easy JavaScript Simulations. arXiv preprint arXiv:1708.00778.


Is there a theory of change underpinning the programme or digital solution/innovative pedagogy?

Figure 6: Open Source Physics 3P’s Scaling Framework - a free, easy to use and effective product, process that supports adoption and adaption; and passionate people who believe in open education for all

The theory of change is built upon Open Source Physics (OSP) 3P’s Scaling Framework

  1. Product - EJSS produces free resources and uses accurate scientific models that can be traced from the open source codes which can be remixed, and reused. Users do not need to log in or do server setup. It only requires Java runtime (for EJS models) or a modern browser (for EJSS JavaScripts models).
  2. Process - Many of the EJSS models can be used as part of a virtual laboratory to support experiential learning. Educators can adapt or create finer, customised computer models.
  3. People - The key people in the OSP Learning Community continues to create more computer models to suit the student's learning needs. They share these computer models together with activity worksheets and other resources for the benefit of all.


Lessons learned and recommendations

While there might be challenges, with perseverance and with help from the larger community, we can always find a way forward. We have benefitted much from the open source community. To bring new ideas to fruition in the form of a working prototype, we had to bring together passionate people from different disciplines (Physics and Computing) and with complementary skill sets (data analytics, PHP and JavaScript coding) to develop the software needed to move the programme forward. The thrill of iteratively improving our ideas and eventually seeing our concrete prototypes making an impact on teachers and students are major motivating factors to continue this work.

Visibility and outreach

Locally, teachers are more willing to use the simulations made. I have also received invitations to speak to teachers about the programme and how they can get the artefacts (e.g. worksheets and simulations). Internationally, UNESCO has continued to promote the programme.


Press releases/news

  1. - Singapore has been awarded the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICTs in Education. 
  2. the fastest Media post, by Singapore wins UNESCO award for physics programme 
  3. singapore-physics-teaching-software-wins-global-award 
  4. 联合早报网讯 Event Website by UNESCO
  5. Bahrain News Agency Bahrain: UNESCO Prize
  6. UNESCO awards to Fundación Omar Dengo 




Photo for UNESCO

  1. Screenshot of Virtual Lab


  1. Screenshot of balancing tool

  1. Screenshot of Geostationary Satellite around Earth Model


  1. Teacher and students in class

O:\ED\ProgrammeExecution\ICTs\Prizes\07 Publication\Case studies\08 Singapore\photos\Open Physics.jpg
  1. Screenshot of Activity 1B Balancing in Everyday Life with stacked chairs on the table and a bird on a person’s finger

  1. Screenshot of Activity 4A: Consolidation and Extension of Learning Home –based learning with a photo of theme park attraction

  1. Screenshot of Activity 4B: Consolidation and Extension of Learning both with balancing tool and theme park attraction