Development of GeoHazard Cube Games as Supplementary Material to Enhance Student Geologic Hazard Literacy

Education

This study aims to enhance student geologic hazard literacy by developing and implementing GeoHazard Cube Games as supplementary educational materials. Employing a mixed-method research design, the study involved a pretest and posttest methodology to assess the impact of the games on student literacy of geological hazards. Conducted at Hinatuan National Comprehensive High School, permissions were obtained from school authorities, and informed consent was secured from participants. A pretest was administered to establish baseline knowledge, followed by introducing the GeoHazard Cube Games into classroom routines for a specified duration. After the intervention, a posttest was conducted to evaluate changes in student knowledge and engagement levels. The analysis involved statistical methods, including paired t-tests to compare pretest and posttest results, revealing a significant increase in mean scores, indicating a statistically significant difference. Additionally, qualitative data were gathered through focus group discussions and interviews to gain insights into student perceptions of the games. The findings demonstrated the effectiveness of game-based learning in educational settings, contributing to the growing body of literature on gamification in education and highlighting the potential of interactive learning tools to foster a deeper understanding of critical subjects such as geological hazards, ultimately promoting preparedness and resilience among students in the face of natural disasters.

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