It is now widely accepted that vulnerability to natural hazards is dependent on cultural and historical factors. Similarly, geoheritage cannot be readily disentangled from cultural values and cultural heritage. The assignment of value to a given geosite is conducted in the present, and many, if not most geosites, are also sites of culture-historical significance. Conversely, most tangible cultural heritage also contains elements of geoheritage. To merge aspects of geoheritage and of cultural heritage, the notion of geocultural heritage has been proposed; we build on this and argue that the viewpoints of geoheritage and of cultural heritage-here especially of dark heritage-can be brought further together for mutual benefit. We begin by demonstrating through a bibliometric analysis that the two fields are at present unduly disjointed. We then illustrate how geoheritage and dark cultural heritage can be brought together through four case studies of past volcanism and their complex human entanglements. In conclusion, we encourage heritage workers to be more fully interdisciplinary, to read more widely outside their own fields and to disseminate their research more broadly for mutual benefits of geoheritage valorisation, conservation and risk reduction.

Abstract. Volcanoes are a very common staple in mainstream video games. Particularly within the action–adventure genres, entire missions (e.g. Monster Hunter: Generation Ultimate, 2018) or even full storylines (e.g. Spyro: The Reignited Trilogy, 2018) can require players to traverse an active volcano. With modern advancements in video game capabilities and graphics, many of these volcanic regions contain a lot of detail. Most video games nowadays have gameplay times in excess of 50 h. The Legend of Zelda: Breath of the Wild (2017), for example, brags a minimum of 60 h to complete. Therefore, players can spend a substantial amount of time immersed within the detailed graphics and unknowingly learn about volcanic traits while playing. If these details are factually accurate to what is observed in real-world volcanic systems, then video games can prove to be a powerful learning tool. However, inaccurate representations could instil a false understanding in thousands of players worldwide. Therefore, it is important to assess the accuracies of volcanology portrayed in mainstream video games and consider whether they can have an educational impact on the general public playing such games or whether these volcanic details are overlooked by players as they focus solely on the entertainment factor provided. We have therefore reviewed several popular commercial video games that contain volcanic aspects and evaluated how realistic said aspects are when compared to real-world examples. It was found that all the games reviewed had a combination of accurate and inaccurate volcanic features and each would vary from game to game. The visual aesthetics of these features are usually very realistic, including lava, ash fall and lahars. However, the inaccuracies or lack of representation of hazards that come with such features, such as ash-related breathing problems or severe burns from contact with molten lava, could have great negative impacts on a player's understanding of these deadly events. With further investigations assessing the direct impact on the general public, there is an opportunity to correctly assess how to incorporate the use of mainstream video games in educational systems and outreach.

Equity, diversity and inclusivity (EDI) are principles all scientific groups and organisations should strive to achieve as they secure working conditions, policies and practices that not only promote high-quality scientific output but also well-being in their communities. In this article, we reflect on the progress of EDI in volcanology by presenting data related to memberships of international volcanology organisations, positions on volcanology committees, volcanology awards and lead-authorship on volcanology papers. The sparse demographic data available means our analysis focuses mainly on gender identity discrimination, but we show that discrimination related to ethnicity, sexual orientation, religion, physical ability and socio-economic background is also occurring, with the intersection of these discriminations further exacerbating marginalisation within the volcanology community. We share suggestions and recommendations from other disciplines on how individuals, research groups and organisations can promote, develop and implement new initiatives to call out and tackle discrimination and advance EDI in the volcanological community. There is a lot of potential for improvement if we all see our role in creating a more equitable, diverse and inclusive volcanology community. This requires (1) awareness: acknowledgement of the problem, (2) commitment: through the statement of EDI core values and the development of action plans, codes of conducts and guidelines, (3) action: aiming for representation of all groups, and (4) reflection: development through critical self-reflection and a willingness to address shortcomings.