Improving bushfire preparedness through the use of virtual reality

Molan, Safa; Weber, Delene

doi:10.1016/j.ijdrr.2021.102574

Cited by 10 publications

(2 citation statements)

References 45 publications

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“…Interestingly, unlike many studies that suggest fire is quite a gendered issue, with women reporting significantly less prepared (Molan & Weber, 2021), women more concerned about fires (Weber et al, 2019) and women predicting the next fire to be sooner than predictions of their male counterparts (Bardsley et al, 2018), this study found no significant difference between male and female students in their perceived ability in responding to bushfire hazards and performing embedded assessment tasks. This may suggest a need for further research into what intervening factors post-adolescence create such gendered differences in response to fire in adult populations.…”

Section: Discussioncontrasting

confidence: 99%

Shaping Children’s Knowledge and Response to Bushfire Through Use of an Immersive Virtual Learning Environment

Molan

Weber

Kor

2022

Journal of Educational Computing Research

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A problem-based immersive virtual environment (IVE) about bushfire safety was developed as a learning tool for children aged 10–12. Its effectiveness was assessed in relation to children’s ability to determine how to be safer in a bushfire incident. A series of experiential activities were developed in the IVE with digital storytelling and two-stage embedded assessments providing children with an opportunity to engage with tasks and solve problems while receiving feedback on their performance. Changes from pre- to postsurvey results showed positive learning outcomes as evidenced by significant improvements in children’s knowledge of bushfire safety and confidence in their ability to contribute to decisions during a bushfire incident. The significant change in children’s knowledge as well as their performance at two-stage embedded assessments was independent of their gender, background knowledge and perceived ability in responding to bushfire hazards. This suggests that when appropriately designed and implemented within educational settings, immersive virtual learning tools can effectively engage children and enhance learning outcomes associated with bushfire safety. The paper also argues that such immersive problem-based learning can improve self-efficacy amongst children in relation to coping with a bushfire situation. Implications of the findings are also discussed.

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Section: Discussioncontrasting

confidence: 99%

Shaping Children’s Knowledge and Response to Bushfire Through Use of an Immersive Virtual Learning Environment

Molan

Weber

Kor

2022

Journal of Educational Computing Research

Self Cite

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“…This concern can arise from experiencing or witnessing previous devastating bushfires or living in an area that has recently experienced high temperatures and dry conditions, which increases the likelihood of bushfires (Molan & Weber 2021, Strahan & Gilbert 2021a, Strahan & Gilbert 2021b. The severity of the potential impact on their safety, wellbeing, property and perceived vulnerability can also increase their threat appraisal (Bowman et al 2020, Lake & Christianson 2020.…”

Section: The Self-evacuation Decision Frameworkmentioning

confidence: 99%

October 2023

2023

AJEM

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The AJEM Editorial Committee recognises the efforts of researchers and practitioners who serve as peer reviewers of articles submitted to the journal. Peer reviewers play an essential role in ensuring the quality of research published. Their contribution is critical to the success of the journal and, more importantly, to the field of emergency management and disaster resilience. CirculationApproximate circulation (print and electronic): 5500. CopyrightArticles in the Australian Journal of Emergency Management are provided under a Creative Commons Attribution Non Commercial (CC BY-NC 4.0) licence that allows reuse subject only to the use being non-commercial and to the article being fully attributed (creativecommons.org/licenses/by-nc/4.0).

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