This document discusses using gamification to improve disaster education. It presents two games called FloodQuest and AlarmSlide that aim to increase players' knowledge, attitudes, and practices around risk management, safety, and monitoring hazards. The document also notes some limitations of current disaster education in Thailand, such as a lack of local context and hands-on tools. Gamification is proposed as a way to boost engagement by integrating game mechanics into existing disaster-related content. An example role-playing game is described where players collaborate as local leaders to control disasters and allocate resources. The document concludes that games are effective learning tools but require careful design and facilitation to change attitudes and link lessons to player behavior.

1. Gamified Disaster Education:
Sirinon Suwanmolee
From experience to activities

2. Disaster Education

3. FloodQuest
• Knowledge : risk
management
• Attitude : sharing
• Practice : monitor water
situation
• Level : community level

4. AlarmSlide
• Knowledge : Science of landslide
/ risk perception /evacuation
• Attitude : safety first
• Practice : monitor Geological
hazard
• Level : Individual level

5. Disaster Education
Disaster Education is
any learning process or
activity, which build
community resilience to
natural disaster. (Dufty,
2008)
Dufty,N. (2008). A new approach to community flood education. The Australian Journal of
Emergency Management, 23(2),4-8.
Disaster Education have
gained useful knowledge
and skill through qualified
education are much better
prepared to contribute to
process of rebuilding their
own live and even others
lives around them (Faupel,Faupel, C. E., Kelley, S. P., & Petee, T. (1992). The impact of disaster education household preparedness for hurricane Hugo. International

6. Lack of the “tool” and “How to”
- It hard to find the content about “How to survive” (self-
organize) in Thai context
- It hard to find the easy tool to learn about the way to
coping with disaster in
individual level and the overview of disaster
Disaster Education in Thailand
Lack of knowledge
management
It must have knowledge mapping more than
meaning and effect of the disaster such as the
categories or level of management from
individual (self-organize)  community
subdistrict provincial national
Lack of local context integrated in
the course
People did’t know the relationship amog
Agent & Structure in disaster management,
Less Scenario planning and experience
linking in local context not often applied to
the course. It‘s not induce the learner
understand the relationship among actors.
Less Disaster Education
in Compulsory education

7. GAMIFICATION IS ABOUT ENGAGEMENT
Gamification is the process of taking
something that already exists example
science knowledge, skill to survive,
disaster risk reduction, community
based disaster management – and
integrating game mechanics into it to
motivate participation and engagement
among the learner.
-Share resource
-command system
Risk reduction-Provincial -Subditrict
- 3phase of disaster
-The important of Preparedness
-Situation understanding
Capacity
Can Reduce Risk point
45 min
3 Phase of Disaster cycle
Calculate risk point
Role-playing game (RPG)

8. KAP model has used in this game to
develop "new skills, knowledge, understanding,
and attitudes" in disaster management
Rogers, E. M. (1995). Diffusion of innovations. New York: Free Press.
Knowledge
Attitude
Practice
KAP model is
the relation among
the construct as
How to integrate the disaster education to gam
GAMIFICATION
Disaster
Education
KAP model
Not game game

9. Game Concept
Simplified disaster, dynamic of disaster is
gradually increases the condition and the
complexity follow the change of the
environment by the time.

10. Knowledge
AttitudePractice
collaborati
on
disaster
characteristic
Resource
allocate
disaster
management

11. Knowled
ge

12. Knowledge The players may know
risk = hazard x
vulnerability
capacity
1
2 Characteristic of
disaster
3
Scenario and Activity
in each
Disaster
management Phase
Emerge
ncy
Recover
y
Preparedn
ess

13. card: Scenario in Emergency phase

14. card: Scenario in Recovery phase

15. card: Activity in Mitigation & Preparedness

16. Attitude

17. Attitude
Context empathy
• Provincial
• Sub district
This is role play Game. (RPG)
- Game master as Provincial
governor
- Player as Chief Executive
SAO
who making decision in
each situation.
CognitiveAffective Component
Three sub district have to
collaborate and control the
disaster on their context.
Sharing &
altruism
Sharing is necessary
action in crisis. When
give something to
someone. Reciprocal
altruism might start
automatically.

18. Attitude
Collaboration
In disaster affected area,
all community must face
the chaos. Thus the
public sector should
improved administrations
mode from command
and control become
adaptive managements
in collaboration system.
attitude Component

19. Attitude
Resource allocate
• Manage the Budget
• Prepared resource
before disaster
Sharing
• Negotiate / making
decision
• tentative solving
Behavioral Component

20. Practice

21. Practice- Analyses the Risk
- Situation commander
skill
- coordinate
- Resource allocate &
sharing

22. Summary &
Finding• Game is a funny tool of learning, It have to develop fit
for target group.
• Facilitator have an important role to activate the
player adjust their attitude.
• Lesson learn and self assessment must linking to
explain the reason of the act.
Player behavior
- Some team focus on the resource collecting
more than risk reduction
- Some team didn't share resource because if allow
other SAO borrow the
resource, It mean they loss their resource in this

24. Presentation Paper