Related Experiment Video
Updated: May 28, 2026
08:36
The Immersive Cleveland Clinic Virtual Reality Shopping Platform for the Assessment of Instrumental Activities of Daily Living
Published on: July 28, 2022
Gamification and Virtual Reality for Enhancing Disaster Preparedness Among University Students and Health Workers: A
Etika Emaliyawati1, Firman Sugiharto2, Kusman Ibrahim3
1Department of Emergency and Critical Care Nursing, Faculty of Nursing, Universitas Padjadjaran, Sumedang, West Java, Indonesia.
Journal of Multidisciplinary Healthcare
|May 27, 2026
Summary
Gamification and virtual reality (VR) enhance disaster preparedness training for students and health workers. These engaging methods improve learning outcomes across cognitive, psychomotor, and affective domains, offering scalable educational solutions.
Area of Science:
- Disaster Medicine
- Medical Education Technology
- Simulation-based Learning
Background:
- Conventional disaster training methods like lectures and limited simulations often lack engagement and struggle to replicate complex scenarios.
- Innovative strategies such as gamification and virtual reality (VR) are increasingly adopted to improve disaster education effectiveness.
- There is a need to evaluate the impact of these novel approaches on disaster preparedness competencies.
Purpose of the Study:
- To conduct a scoping review synthesizing evidence on gamification and VR interventions for disaster preparedness.
- To critically evaluate the effectiveness of these interventions in enhancing learning outcomes.
- To identify target populations including university students and health workers.
Main Methods:
- The review followed the Arksey and O'Malley framework, searching major academic databases (EBSCOhost, PubMed, Scopus, SAGE, Taylor & Francis).
- Included studies were original research in English evaluating gamification or VR in disaster training.
- Data synthesis involved descriptive, qualitative, and narrative approaches.
Main Results:
- Twenty-four diverse studies were included, categorized into gamification and VR interventions.
- Learning outcomes were assessed across cognitive (knowledge, competence), psychomotor (skills, speed, accuracy), and affective (self-efficacy, motivation) domains.
- Both gamification and VR interventions demonstrated improvements in disaster preparedness learning.
Conclusions:
- Gamification and VR interventions effectively enhance disaster preparedness learning outcomes in cognitive, psychomotor, and affective domains.
- These methods provide engaging, flexible alternatives to traditional training and support scalable education.
- Future research should employ rigorous comparative designs and standardized measures for long-term skill assessment.
