**1. Introduction**

The fast penetration of information and communication technology (ICT) into our lives and society is causing how, when, and where we work and study. School-aged children nowadays

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spend their free time immersed in a media-rich, ubiquitous, always-connected world where most of the time they usually play computer games. For two decades, scientists were trying to figure out why are computer games so motivating and why children spend so much time playing them [1]. The results of research were three features: challenge, fantasy, and curiosity. The same three features are also very important aspects in learning. Challenge helps us to stay motivated to achieve our goal, fantasy helps us to better imagine how things should work, and curiosity drives us to figure out things that we did not know.

Educators around the world in the last 50 years try to incorporate ICT and computers into the education system. Four threads have been identified [2]. The first thread, computer-assisted instruction (CAI) and lately intelligent tutoring systems (ITS), has promised a new way of how learners would learn but never gained much attention. Second thread, computer science and computer programming, is gaining momentum lately as few countries are bringing them as obligatory subjects in school curriculum. The third thread is cognitive development and problem solving skills, which are getting much of attention as problem solving is one of the key competencies for 21st century citizen. The fourth thread is Internet use for gathering information and as a tool for improving problem solving skills. Perhaps the greatest potential for ICT in education is the improvement of traditional teaching with the inclusion of different tools in the classrooms.

The next generation of jobs will be characterized by increased technology use, extensive problem solving, and complex communication [3]. These are the skills that go beyond typical reading, writing, and arithmetic of years past. It is not only what students need to learn that is shifting but also how and when they learn. Students of today are growing up with laptops, tablets, cell phones, and video call, and they expect to use this technology in their daily interactions [4].

One area of significant promise in this regard is a movement toward the use of educational computer games as learning tools in schools [5]. We will tackle this area in subsequent sections.

This chapter is structured as follows, we first categorize computer and educational games, and then we introduce the computer game *Angry Birds* and describe how *Angry Birds* can be used in physics curriculum. Next we explain which computer programs and how to use them with *Angry Birds* in the classroom. We conclude this chapter with the survey on how teachers would use *Angry Birds* in classrooms.
