3D and 4D Simulations for Landscape Reconstruction and Damage Scenarios. GIS Pilot Applications

The project 3D and 4D Simulations for Landscape Reconstruction and Damage Scenarios: GIS Pilot Applications has been devised with the intention to deal with the demand for research, innovation and applicative methodology on the part of the international programme, requiring concrete results to increase the capacity to know, anticipate and respond to a natural disaster. This project therefore sets out to develop an experimental methodology, a wide geodatabase, a connected performant GIS platform and multifunctional scenarios able to profitably relate the added values deriving from different geotechnologies, aimed at a series of crucial steps regarding landscape reconstruction, event simulation, damage evaluation, emergency management, multi-temporal analysis. The Vesuvius area has been chosen for the pilot application owing to such an impressive number of people and buildings subject to volcanic risk that one could speak in terms of a possible national disaster. The steps of the project move around the following core elements: creation of models that reproduce the territorial and anthropic structure of the past periods, and reconstruction of the urbanized area, with temporal distinctions; three-dimensional representation of the Vesuvius area in terms of infrastructuralresidential aspects; GIS simulation of the expected event; first examination of the healthcareepidemiological consequences; educational proposals. This paper represents a proactive contribution which describes the aims of the project, the steps which constitute a set of specific procedures for the methodology which we are experimenting, and some thoughts regarding the geodatabase useful to “package” illustrative elaborations. Since the involvement of the population and adequate hazard preparedness are very important aspects, some educational and communicational considerations are presented in connection with the use of geotechnologies to promote the knowledge of risk

An Augmented Reality Application for the Community Learning about the Risk of Earthquake in a Multi-storey Building Area

The earthquake comes with great risks, especially in urban areas where many multi-storey buildings exist. These risks have not been understood well yet by the people of the urban area. Socialization, simulation, and learning media need to be provided continuously to improve people awareness on the importance of knowledge about the earthquake risks. An interesting learning media is not only contain informations but also a 3D animation and an interaction with the user. For a more immersive interaction, this application is equipped with augmented reality technology that gives more real visual representation like the actual condition. The evaluation result shows that 82% respondent appreciates this application, at first common users do not know the risk of earthquakes on multi-storey building, with this application users can understand the importance of earthquake risk in buildings

The Effect of Animation Video as Educational Media on Student Preparedness in Facing Earthquake Disasters

Based on data released by the United Nations International Strategy for Disaster (UNICEF), as many as 60% of children in the world are victims of natural disasters. This is a serious problem because in the next 10-20 years the disaster's impact will affect the child's physical condition and psychology.  According to Indonesian schools, data shows that 75% of school locations are in disaster-prone areas. This study aimed to determine the effect of providing education with animated video media on the preparedness of elementary school students in facing earthquake disasters. This research used a Pre-Experimental design with one-group pre-post design. The number of samples was 30 people. Data was collected with the interview method using a dichotomy question questionnaire with 20 question items. Each parameter's index in disaster preparedness uses a standard formula developed by LIPI-UNESCO/ISDR. The statistical analysis used was paired t-test statistic test. The results of the study showed that the preparedness of elementary school students before being given education for animated video media was at an average of 52,40 and after being given education was at an average of 82,00. This research found there was an effect of education with animated video media on the preparedness of elementary school students in facing earthquake disasters with the results of a p-value = 0,000. It can be concluded that there is a significant influence on providing education with animated videos on the preparedness of elementary school children in facing earthquake disasters Keywords: animated video, earthquake disaster, preparedness, media education DOI: 10.7176/JHMN/105-07 Publication date: January 31st 202

Meaningful Use of Animation and Simulation in the Science Classroom

Science classes should place a strong emphasis on incorporating educational technologies, such as animations, interactive computer programs and various other technologies into the classroom. The use of animations and computer based simulations throughout instruction increases student understanding and achievement (Rosen, 2009). The use of educational technology in the science classroom, not only helps with student understanding of content, but also positively impacts students’ engagement in lessons and their attitudes towards learning (Shu-Nu, Yau-Yuen & May, 2009). Studies have shown that instruction in a science classroom should incorporate students being actively engaged in the material in order for maximum achievement to occur. Students need to be able to take concepts from the science classroom and apply them to their everyday lives. Through the use of animations and simulations this connection can be bridged more effectively than through traditional instruction. The incorporation of computer animations and models provide enhancement and relevance to science learning. Incorporating more educational technology such as animations and computer-based simulations is of ever increasing importance because federal legislation mandates an emphasis on technology integration in all areas of K-12 education (U.S. Department of Education, 2002). Under this mandate, education leaders at the state and local levels are expected to develop plans to effectively utilize educational technologies, such as simulations in the classroom

Humans do not always act selfishly: social identity and helping in emergency evacuation simulation

To monitor and predict the behaviour of a crowd, it is imperative that the technology used is based on an accurate understanding of crowd psychology. However, most simulations of evacuation scenarios rely on outdated assumptions about the way people behave or only consider the locomotion of pedestrian movement. We present a social model for pedestrian simulation based on self-categorisation processes during an emergency evacuation. We demonstrate the impact of this new model on the behaviour of pedestrians and on evacuation times. In addition to the Optimal Steps Model for locomotion, we add a realistic social model of collective behaviour

3D visual simulation of individual and crowd behavior in earthquake evacuation

Simulation of behaviors in emergencies is an interesting subject that helps to understand evacuation processes and to give out warnings for contingency plans. Individual and crowd behaviors in the earthquake are different from those under normal circumstances. Panic will spread in the crowd and cause chaos. Without considering emotion, most existing behavioral simulation methods analyze the movement of people from the point of view of mechanics. After summarizing existing studies, a new simulation method is discussed in this paper. First, 3D virtual scenes are constructed with the proposed platform. Second, an individual cognitive architecture, which integrates perception, motivation, behavior, emotion, and personality, is proposed. Typical behaviors are analyzed and individual evacuation animations are realized with data captured by motion capture devices. Quantitative descriptions are presented to describe emotional changes in individual evacuation. Facial expression animation is used to represent individuals’ emotions. Finally, a crowd behavior model is designed on the basis of a social force model. Experiments are carried out to validate the proposed method. Results showed that individuals’ behavior, emotional changes, and crowd aggregation can be well simulated. Users can learn evacuation processes from many angles. The method can be an intuitional approach to safety education and crowd management

Natural Disasters: Resource Lists

This record includes a syllabus, unit-by-unit lists of open and free resources, a course project description, and additional, optional resources used in a course on natural disasters. The course covers plate tectonics, earthquakes, volcanoes, tsunamis, tornadoes, hurricanes, climate change, floods, fires, landslides, avalanches, and impacts with space objects.https://scholarworks.umt.edu/oer/1003/thumbnail.jp

Defying Disaster: Earthquake

The tremendous growth in the serious games market presents the opportunity to help people learn through playing games. Defying Disaster is a 2D side scroller serious game designed to teach people how to prepare for and handle an earthquake. Players do a series of mini games that provide earthquake survival tips while interacting with a larger world after an earthquake disaster. An evaluation with thirty people compared learning disaster knowledge through reading materials versus playing games. The results show people learn better through playing Defying Disaster than reading materials

A Serious Game: Defying Disaster Earthquake

The tremendous growth in the serious games market presents the opportunity to help people learn through playing games. Defying Disaster is a 2D side scroller serious game designed to teach people how to prepare for and handle an earthquake. Players do a series of mini games that provide earthquake survival tips while interacting with a larger world after an earthquake disaster. An evaluation with thirty people compared learning disaster knowledge through reading materials versus playing games. The results show people learn better through playing Defying Disaster than reading materials