Immersive geospatial learning for flood disaster education: Integrating GIS, augmented reality, spatial literacy, and ecopedagogy

This study investigates the development and evaluation of immersive geospatial learning materials for flood disaster education, integrating Geographic Information Systems (GIS), Augmented Reality (AR), spatial literacy, higher-order thinking skills (HOTS), and ecopedagogical perspectives. Using an Educational Design Research approach, the researchers conducted needs analysis, developed and validated learning materials with expert input, and implemented these materials with 107 Grade XI students across six senior high schools in Gorontalo City, Indonesia — a region frequently affected by floods. The learning framework involved GIS-based flood hazard mapping, AR visualization, inquiry-based investigation, and environmental reflection, all tailored to local flood issues.

The study found that immersive geospatial learning significantly improved students' spatial literacy and flood preparedness compared to conventional instruction, with statistical analysis showing a large effect size (Cohen’s d = 1.02). Expert validation rated the learning materials as highly feasible across content, media, and language. The authors recommend integrating GIS and AR within inquiry-oriented and ecopedagogical learning frameworks to enhance contextual understanding and preparedness in disaster education. They suggest that such multidimensional approaches are effective for promoting both spatial reasoning and environmental responsibility, and offer a practical model for school-based disaster risk reduction in flood-prone regions.