Abstract
It is vital that individuals of all ages know what preparations to make prior to a flooding event and what actions to take during an actual flood event. To address this, we have designed and developed a fully functional prototype of a digital game-based learning experience in desktop VR called Flood Adventures to be used in non-formal and informal learning environments. We describe and illustrate the game final prototype as well as the gameful elements designed to promote increased motivation, engagement, and learning during gameplay. This paper presents the results of a usability study conducted with fifteen adults. The responses obtained in the sixteen-item survey were positive. The findings suggest that participants gained knowledge of flooding through gameplay. Feedback collected with four open-ended questions is discussed and players’ recommendations will improve the last iteration of the game.
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Acknowledgements
We would like to thank Ben Zalatan, Kenneth Straw, and Surui Huang for the initial design and development work. We are very grateful to Daphne Mayer (Delaware & Lehigh National Canal Museum), Rob Neitz (Jacobsburg Environmental Education Center), and Chad Schwartz (Lehigh Gap Nature Center) for their feedback during the design and development of Flood Adventures.
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Araujo-Junior, R. et al. (2024). Flood Adventures: Evaluation Study of Final Prototype. In: Bourguet, ML., Krüger, J.M., Pedrosa, D., Dengel, A., Peña-Rios, A., Richter, J. (eds) Immersive Learning Research Network. iLRN 2023. Communications in Computer and Information Science, vol 1904. Springer, Cham. https://doi.org/10.1007/978-3-031-47328-9_31
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DOI: https://doi.org/10.1007/978-3-031-47328-9_31
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