Mobile Serious Game Design for Training Ethical Decision Making Skills of Inexperienced Disaster Volunteers

Wahyudin, Didin; Hasegawa, Shinobu

doi:10.12937/ejsise.14.28

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…The so-called "Just-intime" training programs could offer effective personal preparation and resiliency by enhancing responders' situational awareness in critical overloading situations, e.g., in the COVID-19 pandemic (103). Furthermore, the serious game (SG), one of the popularly used game genres nowadays, combines practical aspects with original amusement but is implemented for health or medical education (non-entertain) purposes (104). SG has been applied in improving medical technical skills such as laparoscopic surgery or arthroscopic intervention for postgraduate residency training in medical settings (105,106).…”

Section: Hmd-ivr Devices Applied In Dm Educationmentioning

confidence: 99%

The development of new remote technologies in disaster medicine education: A scoping review

Kao

Chien

Wang

et al. 2023

Front. Public Health

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BackgroundRemote teaching and online learning have significantly changed the responsiveness and accessibility after the COVID-19 pandemic. Disaster medicine (DM) has recently gained prominence as a critical issue due to the high frequency of worldwide disasters, especially in 2021. The new artificial intelligence (AI)-enhanced technologies and concepts have recently progressed in DM education.ObjectivesThe aim of this article is to familiarize the reader with the remote technologies that have been developed and used in DM education over the past 20 years.Literature scoping reviewsMobile edge computing (MEC), unmanned aerial vehicles (UAVs)/drones, deep learning (DL), and visual reality stimulation, e.g., head-mounted display (HMD), are selected as promising and inspiring designs in DM education.MethodsWe performed a comprehensive review of the literature on the remote technologies applied in DM pedagogy for medical, nursing, and social work, as well as other health discipline students, e.g., paramedics. Databases including PubMed (MEDLINE), ISI Web of Science (WOS), EBSCO (EBSCO Essentials), Embase (EMB), and Scopus were used. The sourced results were recorded in a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flowchart and followed in accordance with the PRISMA extension Scoping Review checklist. We included peer-reviewed articles, Epubs (electronic publications such as databases), and proceedings written in English. VOSviewer for related keywords extracted from review articles presented as a tabular summary to demonstrate their occurrence and connections among these DM education articles from 2000 to 2022.ResultsA total of 1,080 research articles on remote technologies in DM were initially reviewed. After exclusion, 64 articles were included in our review. Emergency remote teaching/learning education, remote learning, online learning/teaching, and blended learning are the most frequently used keywords. As new remote technologies used in emergencies become more advanced, DM pedagogy is facing more complex problems.DiscussionsArtificial intelligence-enhanced remote technologies promote learning incentives for medical undergraduate students or graduate professionals, but the efficacy of learning quality remains uncertain. More blended AI-modulating pedagogies in DM education could be increasingly important in the future. More sophisticated evaluation and assessment are needed to implement carefully considered designs for effective DM education.

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Section: Hmd-ivr Devices Applied In Dm Educationmentioning

confidence: 99%

The development of new remote technologies in disaster medicine education: A scoping review

Kao

Chien

Wang

et al. 2023

Front. Public Health

View full text Add to dashboard Cite

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“…Djordjevich et al [4] developed an emotional agentinvolved simulation game that trains disaster responders (incident commanders) to look at disasters on a macro scale. Wahyudin and Hasegawa [5] developed a 3D roleplaying game that trains disaster volunteers to make appropriate ethical decisions. These games aim at improving situational and audio-visual realities by scenarios and virtual worlds (computer sounds and graphics) respectively.…”

Section: Introductionmentioning

confidence: 99%

Using Digital Game, Augmented Reality, and Head Mounted Displays for Immediate-Action Commander Training

Mitsuhara

Iguchi

Shishibori

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Disaster education focusing on how we should take immediate actions after disasters strike is essential to protect our lives. However, children find it difficult to understand such disaster education. Instead of disaster education to children, adults should properly instruct them to take immediate actions in the event of a disaster. We refer to such adults as Immediate-Action Commanders (IACers) and attach importance to technology-enhanced IACer training programs with high situational and audio-visual realities. To realize such programs, we focused on digital game, augmented reality (AR) and headmounted displays (HMDs). We prototyped three AR systems that superimpose interactive virtual objects onto HMDs' real-time vision or a trainee's actual view based on interactive fictional scenarios. In addition, the systems are designed to realize voice-based interactions between the virtual objects (i.e., virtual children) and the trainee. According to a brief comparative survey, the AR system equipped with a smartphone-based binocular opaque HMD (Google Cardboard) has the most promising practical system for technology-enhanced IACer training programs.

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“…conducted an emergency response study that had the results of using the concept of gamification in emergency response training to collect evaluation data regarding participant performance data[20].Mokhtar et al research discusses the process of anticipating flood disasters in the Malaysian case study comparing the features of the Malaysian Civil Defense Force (APM)[24]. The research of Hasegawa et al discusses the decision-making skills of experienced volunteers by comparing the user based on the level of user awareness in the disaster[25]. Horita et al utilize social, collaborative architecture to increase resistance to natural disasters by using five features, namely Communication Components, User Profiles Components, The Missions Components, Knowledge Components[26].…”

mentioning

confidence: 99%

Effectiveness of Gamification for Flood Emergency Planning in the Disaster Risk Reduction Area

2020

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Natural disasters are something that is not easy to predict, and one of them is a flood. It is found that the frequency of floods that have occurred in Indonesia is 505 times the total of 1824 natural disasters. Disaster risk reduction is the concept of how people minimise accidents and victims affected by disasters. One example of disaster risk reduction is to provide knowledge to the public about disaster evacuation and prevention before an emergency occurs. The objective of this study is to utilise gamification to increase user effectiveness. The method of gamification is the science used to learn, along with the increasing interest in learning. Gamification is applicable in several fields; one of them is crisis management and emergency training. The gamification is applied by utilising mechanical games, dynamic games, and gamification elements. The results showed that gamification could increase the effectiveness in terms of time by 89.77% of information and education about disaster risk and disaster preparedness to the public. This re-search was conducted at the disaster preparedness participant school with 65 participants, along with 21 communities affected by the flood disaster. Based evaluations on aspects of usefulness (UU), Ease of use (EU), Ease of learning (UL), and satisfaction (US) aspects of usefulness have the highest value because with the application the participant feels helped and can learn the dangers of disaster and preparation for disaster.

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Mobile Serious Game Design for Training Ethical Decision Making Skills of Inexperienced Disaster Volunteers

Cited by 4 publications

References 23 publications

The development of new remote technologies in disaster medicine education: A scoping review

The development of new remote technologies in disaster medicine education: A scoping review

Using Digital Game, Augmented Reality, and Head Mounted Displays for Immediate-Action Commander Training

Effectiveness of Gamification for Flood Emergency Planning in the Disaster Risk Reduction Area

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