Document / Publication
Despite the growing prevalence of disaster-themed video games, little research explores this genre of video games and even less that examines the effectiveness of such games to build disaster and Disaster Risk Reduction (DRR) awareness. This article highlights that in order for video game research that assesses the contribution of video games for building awareness, it is critical that an appropriate methodology (which fits within the parameters of video games and context of the research outcomes) is selected.
In this context, video games are deemed an activity requiring active participation and play which correlates to the defining principles of constructivism learning theory, namely that learning is authentic, active and student-centred, while simultaneously facilitated by social negotiation. The authors conclude that while participatory methodologies may struggle to gather statistically significant data, they can have strengths with regard to providing more accurately detailed information and help to empower participants, among other strengths.
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