Interactive Learning: The Earthquake Emergency Kit Game for Children Aged 9-11

Volkan Davut Mengi

doi:10.18290/rns2025.0041

Published : 2025-12-05

No. Online First

Interactive Learning: The Earthquake Emergency Kit Game for Children Aged 9-11

Volkan Davut Mengi

https://orcid.org/0000-0003-4803-7999

DOI: https://doi.org/10.18290/rns2025.0041

Abstract

Turkey has been the site of devastating earthquakes. According to study conducted in 2010, the probability of a severe earthquake in Istanbul in the next 30 years is approximately 40%. Unfortunately, 72.1% of Istanbul residents do not have an earthquake survival bag. In response to this issue, I am conducting a research project “Interactive Learning: The Earthquake Emergency Kit Game.”

This game, developed using the GDevelop software, will allow elementary school students to explore a virtual home and select items for an emergency kit. Correctly chosen items will be highlighted with explanations of their usefulness. Upon completing the game, students will assess the completeness of their emergency kit. A week later, a survey will evaluate whether they managed to prepare survival kits at home, either independently or with parental assistance.

Keywords:

serious games, gamified learning, game design, disaster education

Details

References

Statistics

Authors

Download files

pdf

Citation rules

Mengi, V. D. (2025). Interactive Learning: The Earthquake Emergency Kit Game for Children Aged 9-11. Roczniki Nauk Społecznych, (Online First). https://doi.org/10.18290/rns2025.0041

Altmetric indicators

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

References

Atakan K., Ojeda A., Meghraoui M., Barka A. A., Erdik M., and Bodare A. (2002), Seismic Hazard in Istanbul Following the 17 August 1999 İzmit and 12 November 1999 Düzce Earthquakes, Bulletin of the Seismological Society of America 92, no. 1, pp. 466-482. https://doi.org/10.1785/0120000828

De Gloria A., Bellotti F., and Berta R. (2014), Serious Games for Education and Training, International Journal of Serious Games 1, no. 1 [no pagination]. https://doi.org/10.17083/ijsg.v1i1.11

Djaouti D., Alvarez J., Jessel J.-P., and Rampnoux O. (2011), Origins of Serious Games, [in:] M. Ma, A. Oikonomou, and L. C. Jain (eds.), Serious Games and Edutainment Applications, London: Springer, pp. 25-43. https://doi.org/10.1007/978-1-4471-2161-9_3

Eraybar K., Okazaki K., and Ilki A. (2010), An Exploratory Study on Perceptions of Seismic Risk and Mitigation in Two Districts of Istanbul, Disasters 34, no. 1, pp. 71-92. https://doi.org/10.1111/j.1467-7717.2009.01115.x

Ersoy Ş. and Koçak A. (2016), Disasters and Earthquake Preparedness of Children and Schools in Istanbul, Turkey, Geomatics, Natural Hazards and Risk 7, no. 4, pp. 1307-1336. https://doi.org/10.1080/19475705.2015.1060637

Griffiths J. H. P., Irfanoglu A., and Pujol S. (2007), Istanbul at the Threshold: An Evaluation of the Seismic Risk in Istanbul, Earthquake Spectra 23, no. 1, pp. 63-75. https://doi.org/10.1193/1.2424988

Hoffmann R. and Muttarak R. (2017), Learn from the Past, Prepare for the Future: Impacts of Education and Experience on Disaster Preparedness in the Philippines and Thailand, World Development 96, pp. 32-51. https://doi.org/10.1016/J.WORLDDEV.2017.02.016

Liu Z.-Y., Shaikh Z. A., and Gazizova F. (2020), Using the Concept of Game-Based Learning in Education, International Journal of Emerging Technologies in Learning 15, no. 14, pp. 53-64. https://doi.org/10.3991/ijet.v15i14.14675

Mäkinen H., Kauhanen E., Nykänen K., Romppanen T., and Koivisto J.-M. (2024), Preventing Adolescents’ Social Exclusion with Serious Games – a Scoping Review, International Social Work 67, no. 4, pp. 922-938. https://doi.org/10.1177/00208728231178399

Papanastasiou G., Drigas A., and Skianis C. (2022), Serious Games: How Do They Impact Special Education Needs Children, Technium Education and Humanities 2, no. 3, pp. 41-58. https://doi.org/10.47577/teh.v2i3.7407

Romero M., Usart M., and Ott M. (2015), Can Serious Games Contribute to Developing and Sustaining 21st Century Skills?, Games and Culture 10, no. 2, pp. 148-177. https://doi.org/10.1177/1555412014548919

Ronan K. R., Alisic E., Towers B., Johnson V. A., and Johnston D. M. (2015), Disaster Preparedness for Children and Families: A Critical Review, Current Psychiatry Reports 17, no. 7, article 58. https://doi.org/10.1007/s11920-015-0589-6

Sauvé L. (2010), Using an Educational Online Game to Stimulate Learning, [in:] Y. Baek (ed.), Gaming for Classroom-Based Learning: Digital Role Playing as a Motivator of Study, Hershey, PA: IGI Global Scientific Publishing, pp. 138-158. https://doi.org/10.4018/978-1-61520-713-8.ch009

Shaw R., Shiwaku K., Kobayashi H., and Kobayashi M. (2004), Linking Experience, Education, Perception and Earthquake Preparedness, Disaster Prevention and Management 13, no. 1, pp. 39-49. https://doi.org/10.1108/09653560410521689

Shen C., Wang H., and Ritterfeld U. (2009), Serious Games and Seriously Fun Games: Can They Be One and the Same?, [in:] U. Ritterfeld, M. Cody, and P. Vorderer (eds.), Serious Games: Mechanisms and Effects, New York: Routledge, pp. 48-61. https://doi.org/10.4324/9780203891650-12

Smith P. A. and Bowers C. (2015), Serious Games and the Technology of Engaging Information, [in:] M. Khosrow-Pour (ed.), Encyclopedia of Information Science and Technology, Third Edition, vol. 4, Hershey, PA: IGI Global Scientific Publishing, pp. 2591-2599.

Sousa C., Rye S., Sousa M., Torres P. J., Perim C., Mansuklal S. A., and Ennami F. (2023), Playing at the School Table: Systematic Literature Review of Board, Tabletop, and Other Analog Game-Based Learning Approaches, Frontiers in Psychology 14, article 1160591. https://doi.org/10.3389/fpsyg.2023.1160591

Sputnik Türkiye (2020, 14 November), İstanbul’da deprem araştırması: Katılımcıların yüzde 72.1’inin deprem çantası yok, yarısı toplanma alanlarını bilmiyor, https://sputniknews.com.tr/20201114/istanbulda-deprem-arastirmasi-katilimcilarin-yuzde-721inin-deprem-cantasi-yok-yarisi-toplanma-1043220845.html [accessed: 3.03.2025].

Tanaka K. (2005), The Impact of Disaster Education on Public Preparation and Mitigation for Earthquakes: A Cross-Country Comparison between Fukui, Japan and the San Francisco Bay Area, California, USA, Applied Geography 25, no. 3, pp. 201-225. https://doi.org/10.1016/J.APGEOG.2005.07.001

Thabane L., Ma J., Chu R., Cheng J., Ismaila A., Rios L. P., Robson R., Thabane M., Giangregorio L., and Goldsmith C. H. (2010), A Tutorial on Pilot Studies: The What, Why and How, BMC Medical Research Methodology 10, article 1. https://doi.org/10.1186/1471-2288-10-1

White-Lewis S., Beach E., and Zegers, C. (2021), Improved Knowledge of Disaster Preparedness in Underrepresented Secondary Students: A Quasi-Experimental Study, Journal of School Health 91, no. 6, pp. 490-498. https://doi.org/10.1111/josh.13023

Wouters P., van Nimwegen C., van Oostendorp H., and van der Spek E. D. (2013), A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games, Journal of Educational Psychology 105, no. 2, pp. 249-265. https://doi.org/10.1037/A0031311

Xinogalos S. and Satratzemi M. (2023), Special Issue on New Challenges in Serious Game Design, Applied Sciences 13, no. 13, article 7675. https://doi.org/10.3390/app13137675