Exploring the effects of a serious game-based learning package for disaster prevention education: The case of Battle of Flooding Protection

Tsai, Meng‐Han; Chang, Yu Yin; Shiau, Jen Shiuan; Wang, Shun Mei

doi:10.1016/j.ijdrr.2019.101393

Cited by 71 publications

(45 citation statements)

References 26 publications

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“…Disaster Master (undated) is a graphic novel-based game designed for primary school aged children (6)(7)(8)(9)(10)(11) and addresses 6 different natural hazards that can occur in the USA; wildfire, tornado, hurricane, fire, winter storm and tsunami/earthquake. It was developed by the United States Government in conjunction with FEMA, under the Ready.gov public education initiative.…”

Section: Summary Of Gamesmentioning

confidence: 99%

“…These responses can literally become "life or death" decisions for people who find themselves in disaster situations. Risk communication methods vary greatly [6], but research suggests that a traditional knowledge transfer approach is not the most effective method of communicating risk [7], [8], [9]. It suggests that interactive and experiential methods are more effective at motivating learners and supports the contention that interaction within social and worldly contexts is important for understanding hazard information.…”

Section: Introductionmentioning

confidence: 99%

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A review of digital serious games for tsunami risk communication

Hawthorn

Jesus²,

Baptista³

2021

IJSG

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The research conducted a thorough review of evidence and effectiveness of digital serious games (SGs) for communication of action-oriented key messages (related to tsunami evacuation) to children. Significant scientific research investigates tsunami risk which is not always effectively communicated to children who are expected to make appropriate decisions during a tsunami event. SGs can motivate children and enhance risk communication. Computing technologies offer a delivery platform to access digital SGs which require little educator training and motivate learners. The research reviewed evidence of effective SGs that address tsunami risk and are deployable by educators. Based on this review, it is evident that very few suitable classroom deployable, digital SGs that address tsunami evacuation decision-making are available. Results showed only 2 suitable, available games. Similarly, while general evidence of the effectiveness of digital SGs was found, the evaluation of and evidence for the specific effectiveness of the available games was extremely limited. The education establishment and disaster community could exploit SG technology more effectively to communicate natural hazard risk to children in a global context where such risk is increasing. The research informs future game development projects which need to embrace comprehensive stakeholder involvement and inputs. Recommendations for serious game development projects are proposed.

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Section: Summary Of Gamesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A review of digital serious games for tsunami risk communication

Hawthorn

Jesus²,

Baptista³

2021

IJSG

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“…Los videojuegos son medios de comunicación con características particulares que los hacen aptos para favorecer el aprendizaje desde distintos puntos de vista (Gee, 2004, Shaffer, 2006. Son capaces de ofrecer a los jugadores experiencias de aprendizaje significativas cargadas de respuestas emocionales (Tsai, Chang, Shiau y Wang, 2019), y de informar sobre cuestiones de interés para la sociedad en cuanto favorecen la comprensión de las narrativas mediáticas construidas sobre temáticas de actualidad (Jenkins, 2003). Los videojuegos recrean situaciones realistas y las transforman en escenarios lúdicos que fomentan el aprendizaje (Del-Moral, 2014) constituyéndose como herramientas fundamentales para entender el mundo.…”

Section: Aprendizaje Entre Newsgames Y Juego De Simulaciónunclassified

Jugando a la Pandemia entre los newsgames y la simulación lúdica

Piras

Gonzalez

2020

Estud. pedagóg.

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RESUMEN Los newsgames se han concebido como videojuegos creados por medios de comunicación para sensibilizar la comunidad sobre temáticas de interés, categoría que ha obviado tradicionalmente el valor informativo de otras propuestas lúdicas que conciernen temas de actualidad y que se adecúan de mejor manera al escenario digital en el cual prima la experiencia del usuario sobre la rigurosidad periodística y los estándares de producción. El propósito de este trabajo es analizar como los juegos de simulación favorecen la adquisición de información sobre temas sociales de actualidad, mediante el estudio de los aspectos mecánicos, dinámicos y estéticos de las aplicaciones de juegos para dispositivos móviles sobre pandemias durante la difusión del COVID-19, y su relación en el diseño de la experiencia del usuario. Las conclusiones evidencian como la mecánica y dinámica lúdica de este tipo de juegos proponen experiencias estéticas que estimulan el consumo de información sobre una temática de interés social, similar al impacto que pretenden generar los newsgames. El sistema dinámico de los juegos de simulación sobre pandemias se fundamenta en la capacidad del usuario de tomar decisiones en base a la información asimilada, transformando el conocimiento acumulado sobre la temática en una clave de éxito para el jugador. Palabras claves: Simulación lúdica, juegos móviles, juegos de noticias, gamificación, experiencia del usuario, pandemia.

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“…For instance, Gillet et al [16] developed a collaborative web-based experimentation environment for engineering education in the Ecole Polytechnique Fédérale de Lausanne, and Carlson and Sullivan [17] built the Integrated Learning and Teaching laboratory to create an experimental learning environment that enabled students to learn through hands-on experience. Tsai et al [18,19] developed a serious game-based package for disaster-related engineering education, and Clark et al [20] explored the feasibility and effectiveness of utilizing blended and flipped instructions for numerical methods courses. Project-based teaching methods have also been implemented in engineering education [21][22][23].…”

Section: Active Learning In Engineering Educationmentioning

confidence: 99%

A Peer Review System for BIM Learning

Tsai

2019

Sustainability

Self Cite

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This research proposed a peer review system for the instruction of building information modeling (BIM). With the rapid growth of BIM technology, 3D modeling has become an essential skill for civil engineers. However, it is difficult for an engineer to gain 3D modeling skills through conventional lecture-based learning. The peer review approach has been recently introduced as an educational method and is widely utilized to promote learners' active learning that is hard to teach using conventional approaches; however, no peer review system has been developed thus far for teaching 3D modeling. Therefore, this research developed a peer review system for 3D modeling courses and proposed guidelines for developing a peer review-based BIM course. Additionally, this study developed a web-based reviewing system, which allows the learner to review others' works online. The system was implemented in an undergrad-level course for validation. The results revealed that using the peer review system for 3D modeling instruction can help learners to gain more detailed skills; it also allows learners to learn from others' works. The system can also help the instructor to identify potential mistakes that the students may make while constructing the BIM model and to make continuous improvements for future courses.

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Exploring the effects of a serious game-based learning package for disaster prevention education: The case of Battle of Flooding Protection

Cited by 71 publications

References 26 publications

A review of digital serious games for tsunami risk communication

A review of digital serious games for tsunami risk communication

Jugando a la Pandemia entre los newsgames y la simulación lúdica

A Peer Review System for BIM Learning

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