Steven Hawthorn’s research while affiliated with Universidade NOVA de Lisboa and other places

Serious games serve as effective tools for imparting enduring skills through interactive learning experiences. This paper describes a serious game designed to educate players on tsunami preparedness and response by immersing them in a 3D environment simulating a tsunami event. The serious gaming experience is structured around a player evolution cycle, encompassing the game itself, point accumulation, and a virtual store.The game comprises three levels, each designed to teach distinct skills. Points are earned based on player decisions, survival outcomes, and the quality of decision-making. Accumulated points can be spent in the virtual store to acquire enhancements for future gameplay. This structured cycle guides players through a gradual progression, facilitating the acquisition of knowledge and skills necessary to survive a tsunami. A usability and user experience evaluation involving 10 participants was conducted. The results indicate that the implemented evolution system may pose challenges for users lacking prior gaming knowledge. However, despite this limitation, the evaluation demonstrates the game's success in delivering a positive experience and effectively conveying information on tsunami response strategies. The findings suggest that while the game may present challenges for novices, it fulfills its role in educating users while providing an enjoyable and informative experience. Abstract Serious games serve as e↵ective tools for imparting enduring skills through interactive learning experiences. This paper describes a serious game designed to educate players on tsunami preparedness and response by immersing them in a 3D environment simulating a tsunami event. The serious gaming experience is structured around a player evolution cycle, encompassing the game itself, point accumulation, and a virtual store. The game comprises three levels, each designed to teach distinct skills. Points are earned based on player decisions, survival outcomes, and the quality of decision-making. Accumulated points can be spent in the virtual store to acquire enhancements for future gameplay. This structured cycle guides players through a gradual progression, facilitating the acquisition of knowledge and skills necessary to survive a tsunami. A usability and user experience evaluation involving 10 participants was conducted. The results indicate that the implemented evolution system may pose challenges for users lacking prior gaming knowledge. However, despite this limitation, the evaluation demonstrates the game's success in delivering a positive experience and e↵ectively conveying information on tsunami response strategies. The findings suggest that while the game may present challenges for novices, it fulfills its role in educating users while providing an enjoyable and informative experience.

This article explores the potential contribution of serious games in improving environmental risk communicationin view of reformingEducation for Sustainability(EfS) using a serious game.Following concerns related to the apparent weakness of EfS in providing transitional skills towards resilient and sustainable societies, we present some pedagogical approaches as the basis for learning processes when designing and building a serious game prototype. We explain why both targeting children and embracing uncertainty in the context of risk is strategic, and why using a serious game as a learning vehicle is particularly relevant in the context of an information and communication technology (ICT) reliant society.The article suggests how the use of key messages in an adventure game format could address other natural hazards. It demonstrates the potential of certain dimensions of ICTs in helping to adapt learning to the classroom environment and in generating both practical skills and long-term positive impacts in society.

This paper outlines the challenges around communicating natural hazard risk to children, due to the nature and concept of risk. It utilizes trusted disaster risk reduction advice to form the learning objectives of a serious game prototype for tsunami hazard. The study proposes an activity model that could form the basis of a game applicable to twelve different natural hazard scenarios thereby reducing resource input and reaching a significant number of learners in the formal education system. Evaluation of the prototype using an attitudinal survey suggests an adventure role playing game centered on challenges which use risk information is a viable concept for a serious game for communicating natural hazard risk.

The research conducted a thorough review of evidence and effectiveness of digital serious games (SGs) for communication of action-oriented key messages (related to tsunami evacuation) to children. Significant scientific research investigates tsunami risk which is not always effectively communicated to children who are expected to make appropriate decisions during a tsunami event. SGs can motivate children and enhance risk communication. Computing technologies offer a delivery platform to access digital SGs which require little educator training and motivate learners. The research reviewed evidence of effective SGs that address tsunami risk and are deployable by educators. Based on this review, it is evident that very few suitable classroom deployable, digital SGs that address tsunami evacuation decision-making are available. Results showed only 2 suitable, available games. Similarly, while general evidence of the effectiveness of digital SGs was found, the evaluation of and evidence for the specific effectiveness of the available games was extremely limited. The education establishment and disaster community could exploit SG technology more effectively to communicate natural hazard risk to children in a global context where such risk is increasing. The research informs future game development projects which need to embrace comprehensive stakeholder involvement and inputs. Recommendations for serious game development projects are proposed.