Web GIS for Sustainable Education: Towards Natural Disaster Education for High School Students

Li, Jiaqi; Xia, Haoming; Qin, Yaochen; Fu, Pinde; Guo, Xuan; Li, Rumeng; Zhao, Xiaoyang

doi:10.3390/su14052694

Cited by 23 publications

(17 citation statements)

References 40 publications

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“…As Australia is frequently exposed to bushfires, such an approach would further reduce community vulnerability by strengthening it through adequate knowledge [99][100][101]. Nevertheless, as an emerging area of research, the use of gamification and other technologies such as AI, AR, VR, and Web GIS technologies in the context of disaster education needs more attention from researchers [102][103][104][105][106][107][108][109][110].…”

Section: Discussionmentioning

confidence: 99%

Gamifying Community Education for Enhanced Disaster Resilience: An Effectiveness Testing Study from Australia

2022

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Providing convenient and effective online education is important for the public to be better prepared for disaster events. Nonetheless, the effectiveness of such education is questionable due to the limited use of online tools and platforms, which also results in narrow community outreach. Correspondingly, understanding public perceptions of disaster education methods and experiences for the adoption of novel methods is critical, but this is an understudied area of research. The aim of this study is to understand public perceptions towards online disaster education practices for disaster preparedness and evaluate the effectiveness of the gamification method in increasing public awareness. This study utilizes social media analytics and conducts a gamification exercise. The analysis involved Twitter posts (n = 13,683) related to the 2019–2020 Australian bushfires, and surveyed participants (n = 52) before and after experiencing a gamified application—i.e., STOP Disasters! The results revealed that: (a) The public satisfaction level is relatively low for traditional bushfire disaster education methods; (b) The study participants’ satisfaction level is relatively high for an online gamified application used for disaster education; and (c) The use of virtual and augmented reality was found to be promising for increasing the appeal of gamified applications, along with using a blended traditional and gamified approach.

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Section: Discussionmentioning

confidence: 99%

Gamifying Community Education for Enhanced Disaster Resilience: An Effectiveness Testing Study from Australia

2022

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“…GIS is supportive of constructivist learning (Kerski et al., 2013; Kinniburgh, 2010), as it involves an interactive and constructive process to build maps and models that make sense of the world. Moreover, previous research has illuminated many benefits of GIS in geographical education (Bikar et al., 2022; Jo & Hong, 2020; Li et al., 2022; Liu et al., 2010; Phantuwongraj et al., 2021; Schulze, 2021), including (1) Enhancing thinking skills and knowledge: Geospatial technologies like GIS have demonstrated the potential to enhance student learning, spatial and critical thinking skills (Baker & White, 2003; Demirci, 2015; Goldstein & Alibrandi, 2013; Lee & Bednarz, 2009). Students exhibited greater gains in content knowledge when utilizing GIS‐related technology as compared to traditional methods (Metoyer & Bednarz, 2017); (2) Advancing spatial relationship understanding: GIS offers a more interactive and engaging learning experience conducive to advancing students' understanding of spatial relationships (Favier & Van der Schee, 2014); (3) Strengthening decision‐making and reasoning: The use of GIS in education has been linked to meaningful decision‐making and an enhanced reasoning about issues, such as climate change and air pollution (Cox et al., 2014; Hodza et al., 2021; Kerski, 2008; Miller, 2022; Milson et al., 2012; Milson & Kerski, 2012); (4) Enabling visualization for easier learning: GIS technology excels in visualizing spatial arrays, concepts, layouts, relations, trends, and processes.…”

Section: Introductionmentioning

confidence: 99%

Does the use of GIS in geographical education yield better learning outcomes? Evidence from a quasi‐experimental study on air pollution teaching

Yang,

Wang,

Qian

2024

Transactions in GIS

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The use of GIS to enhance student learning in geographical education has garnered broad recognition. Notwithstanding this, the diffusion of GIS technology into class teaching has been slow. This study endeavored to examine the effects of GIS usage in air pollution teaching on learning outcomes of secondary school students. To this end, two parallel classes in the same academic year were chosen as the control and experimental groups. A quasi‐experimental research design was used to compare the learning outcomes of the experimental group who were exposed to the use of GIS in air pollution teaching with those of the control group who were not. The results show that GIS‐based teaching does lead to improvement in students' learning outcomes, although not uniformly. More specifically, GIS‐based teaching enhances high‐order cognitive abilities related to application and analysis, highlighting the effectiveness of GIS as a tool in educational settings, especially for developing advanced cognitive abilities.

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“…Many preparations for earthquakes, also known as disaster education, have been carried out. Such as demonstrating live, through books, animations, applications and much more (Li & Zhou, 2021;Li, et al, 2022;Putra et al, 2022;Rahmadoni et al, 202).…”

Section: Introductionmentioning

confidence: 99%

Applications Know Preparation for Earthquakes for Elementary School Students

Wijaya

Putri

Hermansyah

et al. 2022

JAETS

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This research is entitled the application of recognizing preparation for earthquakes for elementary school students. The goal is to produce an application that can help students recognize preparation for earthquakes. The resulting application is made using Adobe Flash CS 6, and the Actionscript 3 programming language. This application can run well on Android smartphones, and personal computers/laptops. There were 20 students who were the subjects of this study, and they came from elementary schools Negeri 105270 Pujimulio, Deli Serdang, North Sumatra. Students who are tested beforehand (pre-test) their knowledge about preparation in dealing with earthquakes. After that students are asked to use the resulting application. After that, students are tested again for their knowledge (post test). So from the pre test and post test carried out, get test results that show an increase in students' knowledge in learningknow how to prepare for an earthquake.

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Web GIS for Sustainable Education: Towards Natural Disaster Education for High School Students

Cited by 23 publications

References 40 publications

Gamifying Community Education for Enhanced Disaster Resilience: An Effectiveness Testing Study from Australia

Gamifying Community Education for Enhanced Disaster Resilience: An Effectiveness Testing Study from Australia

Does the use of GIS in geographical education yield better learning outcomes? Evidence from a quasi‐experimental study on air pollution teaching

Applications Know Preparation for Earthquakes for Elementary School Students

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