<figure><img src="image_1.png" /></figure>

ifip

International Federation for Information Processing

This document is the original author manuscript of a paper submitted to an IFIP
conference proceedings or other IFIP publication by Springer Nature. As such, there
may be some differences in the official published version of the paper. Such
differences, if any, are usually due to reformatting during preparation for publication or
minor corrections made by the author(s) during final proofreading of the publication
manuscript.
# Development and Evaluation of
a Shelter Simulator using Gamification

Yutaka Matsuno<sup>0000-0001-9809-0814</sup> and Mei Matsuura<sup>0009-0007-0961-0752</sup>

Graduate School of Science and Technology, Nihon University, Japan
matsuno.yutaka@nihon-u.ac.jp, csme22021@g.nihon-u.ac.jp

**Abstract.** As a part of disaster preparedness, smartphone applications for disaster information sharing is considered as effective. There is a wide range of disaster prevention applications. Among them, we focus on obtaining knowledge of lives in an evacuation shelter, which are difficult to learn in daily lives. In this paper, we develop and evaluate a simulation application for living in an evacuation shelter using the concept of gamification (serious games) to gain knowledge and experience of living in an evacuation shelter. During playing the application, the users answer quizzes related to lives in a shelter, and are expected to learn knowledge on the lives. Two subject experiments are conducted to evaluate the effectiveness of the application by comparing with the results of learning evacuation shelter information by only by documents. Currently, the application is freely available as a Mac or Windows application.

**Keywords:** Education for Disaster Prevention · Shelter Simulation · Gamification, Serious Games.

## 1 Introduction

It is very important to know about disaster prevention knowledge as a countermeasure against natural disasters such as earthquakes, typhoons, and tsunamis. As an initiative of various local governments, websites and tools summarizing disaster prevention information are being made available on the Internet by the Japanese government [3].

Tokyo Stockpiling Navi[13], one of the contents of the Tokyo Metropolitan Government's disaster prevention website launched in March 2021, provides a web application that displays the type and number of stockpiles needed based on information such as family composition and age, in addition to stockpiling and other preparedness information. This initiative has attracted attention on Twitter and other social media. It has also been reported that the use of the earthquake disaster simulation smartphone applications such as “Moshiyure” [2] have been able to influence people's awareness of earthquakes and earthquake preparedness. These examples suggest that disaster prevention applications for smartphones that provide easy access to information are useful as one of the disaster countermeasures.
Disaster prevention applications cover a wide range of content; as of 2017, applications hit by a search for the keyword "disaster prevention application" could be categorized into 11 types of functions [1]. Specifically, they include those for gathering information during a disaster, tools for interpersonal use such as safety confirmation, and those for preparing knowledge and supplies before a disaster. Among these, we examined the contents to be used before a disaster and focused on lives in an evacuation center, which is a different environment daily lives.

It is desirable to have prior knowledge of how to live in an evacuation cen-
ter, how to deal with problems, and personal health information that may be
needed in an emergency. In this paper, we developed a simulation application
for living in an evacuation shelter, using the concept of gamification and serious
games, in order to easily experience life in an evacuation shelter and obtain use-
ful knowledge and information. The developed application can be used as a Mac
or Windows application, and can be downloaded<fnref n="1" /> (currently we are developing
smartphone versions).

The structure of the paper is as follows. In Section 2, we discuss related
work. Section 3 introduces our application for simulating evacuation shelter liv-
ing experience. Section 4 shows experiments for evaluating the effectiveness of
the application. Section 5 states concluding remarks.

## 2 Related work

We previously introduced an application that includes an evacuation simulation
game in the event of flooding through gamification [9]. The paper [9] evaluated
the effectiveness of the application through experiments. The results showed
that the application of gamification helped the participants acquire knowledge
about the expected flood zone and the location of evacuation facilities, and the
participants became more interested in disaster prevention.

Currently, various disaster evacuation support systems have been developed
such as [15], but most of them are designed under the assumption that a network
is available. However, immediately after a disaster strikes, network availability
may be severe due to the failure of the communication infrastructure. The paper
[15] developed "Akari Map," a system that can be used even when networks are
unavailable after a disaster occurs, and that allows users to experience in advance
the functions that will be available during a disaster from normal times. However,
it is also reported such smartphone applications have not often been used when
the users are not home.

There is also a disaster prevention information application for smartphones
that allows users to pass disaster prevention information for their current lo-
cation[11]. The application automatically searches for evacuation centers and
shelters in the region and provides route guidance to the facilities and an evac-
uation compass to support evacuation behavior in the event of a disaster. The

<footnote n="1">¹ https://on1.la/Rbyxjik</footnote>
main functions include: disaster risk information on the current location, auto-
matic evacuation center search, hazard map display and area classification and
flood depth level display, safety registration and safety confirmation, and area
and disaster prevention information registered by the user. Users can know the
latest evacuation shelter locations as determined by local governments nation-
wide.

There is a study that investigated the characteristics of people who use disas-
ter prevention-related smartphone applications [10]. The characteristics of those
who own disaster prevention-related applications are “disaster awareness” and
have different characteristics among different age groups. Compared to middle-
aged and senior citizens, young people (in their 20s and 30s) are less aware of
disaster prevention. Furthermore, even among those who are highly aware of
disaster prevention, less than half of them own disaster prevention-related appli-
cations. A characteristic of the younger generation is that the installation rate of
disaster prevention-related applications is higher among young people who have
experienced evacuation compared to those who have not.

These related work has shown that young people have low awareness of dis-
aster prevention, with less than half of them owning disaster prevention-related
applications. In addition, among disaster prevention-related apps, there are few
apps that enable users to acquire knowledge about life in a shelter. Therefore, we
referred to recent smartphone applications and examined the elements necessary
for disaster prevention applications to be developed:

- Easy and continuous access

- Learn about life in an evacuation center before a disaster

- Implement learning contents mainly for young people who have no experience of evacuation.

- Gamification is utilized so that people can enjoy learning disaster prevention knowledge.

Based on these observations, we have developed a disaster prevention application that specializes in knowledge acquisition about life in an evacuation shelter.

Gamification and serious games have been gaining attention for learning evac-
uation knowledge, and various applications have been developed such as [12] and
[4] using the notion of gamification and serious game. Such applications focus
on reality, and sometimes they are developed as 3D applications. Unlike such
applications, we aim to develop more friendly, simple, and not too realistic ap-
plications. This is because that most of smartphone applications which younger
people often use exploit comic book or animation like graphics and characters,
and do not use realistic representations. We observe such not too realistic design
help users to learn evacuation knowledge easily.

3 Evacuation shelter living experience application

## 3.1 Application overview

The purpose of this application is for users to gain knowledge about disaster
prevention by answering quizzes about disaster prevention while experiencing
life in an evacuation shelter. Gamification was adopted as the basic policy of the application design in order to encourage continuous and active learning by the user. Gamification is the application of structures used in games in areas other than games [6]. The notion of serious games is also widely used in the literature. One of the definitions of serious games is “any piece of software that merges a non-entertaining purpose (serious) with a video game structure (game)” [5]. In this sense, our application is more like a serious game, rather than an application of gamification. Our intention is to use our application in disaster training workshops of school or company as a gamification. For example, participants of such workshops first play our application, then participate the workshops. In this sense, our application is not only a serious game, but also a part of disaster training workshops.

This application was designed and developed with reference to the structure of simulation games. The reason is that the characteristics of simulation games, in which real-life devices and scenes are simulated and played, were thought to be easily adaptable to the purpose of experiencing a shelter. As a simulation game, the content of this application is “the main character, who cannot live in his/her home due to a disaster, goes to an evacuation center, encounters various events during his/her evacuation, and eventually moves in temporary housing.” The screen transition of this application is shown in Fig. 1 as the overall flows of the simulation game.

The top part of Fig. 1 is the basic routine. The game proceeds as follows: answer the quiz on the event selection screen, study the answers and explanations on the event screen, and manage the health of the main character on the selection screen and the meal screen. The main character has the following statuses as elements of health management, and the game will end if the health management is not sufficient.

- Hunger Gauge: Indicates the degree of the main character's hunger on a 10-point scale. It decreases automatically with the passage of days and increases with meals.

- Mental Health Gauge: Indicates the main character's emotional health on a scale of 1 to 10. It decreases with incorrect answers to quizzes and increases with correct answers.

- Water Gauge: Indicates the main character's water intake at 3 levels. It automatically decreases as the time of day changes and increases with rehydration.

- Food and Water Savings: Indicates the amount of savings required for the main character.

The lower part of Fig. 1 shows the sequence of events to finish the game. After living in a shelter for a certain period of time, the user can proceed to a test. Through the test, the user can test how well his/her disaster prevention knowledge has been established. After the confirmation test, an ending scenario is played. There are four different ending scenarios, which change depending on the user's performance in the confirmation test. When the ending scenario
<figure><img src="image_2.png" /><figcaption>Fig. 1. Application screen transitions</figcaption></figure>
is completed, the user is taken to the ending screen. In the ending screen, the score is calculated and a rank is assigned according to the score. After the rank is displayed, the end roll is played and the game is cleared. When the game ends or the game is cleared, the shelter simulation can be restarted from the beginning. In order to view all 40 types of events, the game must be played repeatedly.

## 3.2 Functionality of game scenes

We explain each scenes of our application as follows.

**Title scene.** This is the first scenes that opens when the application is executed. There are two buttons: "Start from the beginning" and "Continue". When the "Start From" button is selected, the game can be started with the main character's status and viewed event data in their initial state. When the "Continue" button is selected, the data in progress can be read and the game can be resumed. This application takes the procedure of loading event data and the status of the main character from a CSV file. Data saving is also performed whenever the status of the protagonist is changed. The procedure is to store the changed status in an array and then overwrite the CSV file.

**Selection scene.** The selection scene is used to check the status of the main character and manage his/her health. The main character status, the number of days elapsed in the shelter, and the time of day (day/night) are displayed at the top, and the status of the main character at the center changes into five categories (normal, hungry, lack of water, anxious, and sick) according to the status of the main character. In addition, a menu button, a button to act, and a button to drink water are placed respectively. When the menu button is pressed, a menu panel with several buttons is displayed. The menu panel has an event list button that moves to the list screen, a title button that moves to the title screen, and a help button that displays a description of the application. The Take Action button transitions to the event selection screen, which is described below. In addition, by the Drink Water button the main character can drink water.

**List scene.** The list scene has the ability to check food and water status and to review events that have already been viewed. Events that have already been viewed are displayed by the event button, along with the event title and image, and can be selected. By pressing the event button, a description of the event is displayed. The total number of viewed events is also displayed. The list scene can be viewed before the final test.

**Event selection scene.** The event selection scene is a scene for answering quizzes that appear randomly. A quiz is presented and two choice buttons are displayed. By pressing the buttons, the user can answer the question, and the correct or incorrect answer is displayed. After the correct or incorrect answer is displayed, the screen transitions to the event screen, where the scenario changes depending on the answer.

**Event scene.** The event scene plays the event scenario. The user can watch the characters conversations about disaster prevention knowledge in a novel game format and view explanations of the quiz in the event selection scene. In addition,
the main character's status change value is displayed as the event result at the end.

**Meal scene.** The meal scene is for the main character to take meals. The amount of food can be selected, and the hunger gauge increases according to the amount. If the main character's hunger gauge is low, a warning and a panel to encourage eating are displayed.

**Final test scene.** When the user has lived in the shelter for 7 days, a panel that prompts a transition from the selection scene to the final test scene is displayed, and the user can choose whether to continue the shelter experience or proceed to the final test. If the user chooses to proceed to the confirmation test, a panel prompting a transition to the list scene is displayed, allowing the user to review disaster prevention knowledge which the user already viewed. The reason for setting the final test as 7 days is based on the fact that the Disaster Relief Law requires evacuation centers to be open for one week or less. In the final test, 10 quizzes related to disaster prevention are randomly selected. The correct and incorrect answers are displayed each time the quiz is answered, and each question can be reviewed after all quizzes are finished.

**Ending scene** The ending scene has a review function, a score display function, and an end roll function. The review function displays the name of the shelter, the player's name, and the number of days spent in the shelter. The score is calculated based on the number of quizzes answered correctly, the main character's status, and the number of events experienced, and displays the rank associated with the calculation results. The end-roll function displays the developer's name and the references of the game. At the end of the end roll, a button to go to the title scene is displayed. After returning to the title scene, the game can be started from the beginning.

## 3.3 Creating an event scenario

The quiz was based on the literature [14][7][8] related to evacuation and lives in a shelter.

The events and useful knowledge about shelter living described in each literature were summarized, and the question text and two possible answers can be selected by the users are created. The selection of the information found in the literature was done without any particular criteria, but with the goal of covering as much of the literature as possible. After creating the quiz, a scenario was created for each correct answer of the quiz.

Most of the scenarios consisted of the main character being explained to by a character with knowledge about disaster prevention. In addition, animations and diagrams are shown during the conversations to aid in understanding. The conversational content of the scenarios is created by describing the contents of referenced literature in a verbal manner. When information in the literature is insufficient, relevant information is collected from the websites of local governments and other organizations and incorporated into the scenarios.

The incorrect scenarios are mainly modified from the correct scenarios, and explanations of the incorrect answer choices are added.
We show an example of event scenarios. We take the example of disaster prevention information: "By inflating a plastic bag, it can be used as a substitute for a cushion. From this information, the question "Which of the following can be used as a cushion?"

The answer choices are then set to "plastic bag" and "plastic bottle". Fig. 2 shows the actual event selection scene and event scene. In the event scene, the characters' conversations in the introduction are different for the correct answer and the incorrect answer. In the case of the correct answer, the character says that it is hard to sit in the gymnasium for a long period of time. In the case of incorrect answers, the characters say that they filled a plastic bottle with water and sat down, but the cap fell off because it was difficult to sit for a long time in the gymnasium. After the above introductory part is over, the method of using a plastic bag as a substitute for a cushion is explained in detail, and uses other than cushioning are also introduced.

# 4 Evaluation by subject experiments

## 4.1 Method

Two subject experiment were conducted to evaluate the degree of knowledge acquisition of disaster prevention by the application. First, participants were asked to answer a pre-learning test and a questionnaire related to disaster prevention, and were divided into groups A and B so that the mean and variance are equal. Group A was then given our simulation application for living in an evacuation shelter, while Group B was given learning document materials.

Finally, the participants were asked to answer a post-learning test and a questionnaire to evaluate the learning effect. The order of the questions in the post-test was changed from that of the pre-test. Both the pre-study test and the post-study test consist of 37 questions.

The document materials were taken from the same literature[14][7][8] and websites of local governments and other organizations as the content of the scenarios implemented in our simulation application, and the documents were summarized and some key points were emphasized.

## 4.2 Results and Discussion

A subject experiment was conducted with 10 subjects. The subjects were mostly university students studying computer science. The results are shown in Table 1.

In order to verify the validity of the teaming of Group A and Group B based on the results of the pre-study test, F-test and t-test were conducted. The result of the F-test at the 5% significance level yielded a P-value of 0.261. This value does not fall within the rejection range, indicating equal variances. A t-test at the same significance level yielded a t-value of 0.629. The rejection range for the null hypothesis is in the range of less than -2.306 and greater than 2.306. This
<figure><img src="image_3.png" /><figcaption>Fig. 2. Specific examples of event scenarios</figcaption></figure>
<table><caption>**Table 1.** Results of the first subject experimental test (number of correct answers)</caption><thead><tr><th rowspan="2">Subject ID</th><th colspan="2">Group A (proposed application)</th><th colspan="2">Group B (Materials)</th></tr><tr><th>Before</th><th>After Study</th><th>Before</th><th>After Study</th></tr></thead><tbody><tr><td>①</td><td>18</td><td>26</td><td>⑥</td><td>21</td><td>34</td></tr><tr><td>②</td><td>24</td><td>34</td><td>⑦</td><td>24</td><td>36</td></tr><tr><td>③</td><td>17</td><td>28</td><td>⑧</td><td>18</td><td>35</td></tr><tr><td>④</td><td>22</td><td>33</td><td>⑨</td><td>13</td><td>34</td></tr><tr><td>⑤</td><td>21</td><td>31</td><td>⑩</td><td>19</td><td>33</td></tr></tbody></table>

indicates that there is no significant difference between the two groups and that the teaming of Groups A and B is appropriate.

Next, a Welch's t-test was conducted on the results of the post-study test. The results showed a p-value of 0.053, thus confirming that the null hypothesis was not rejected and there was no significant difference. This suggests that learning by simulation application and learning by reading materials may have equivalent learning effects.

## 4.3 Second experiment

Although we were able to confirm that there was no significant difference between the post-study results for Group A and Group B The average number of correct answers for Group A was 30.4 (about 82.2%), and for Group B 34.4 (about 93.0%), indicating that the number of correct answers was about 11% higher in the group that learned by using the materials. The reason for this is that the simulation application does not provide a bird's eye view of what is being studied. While learning by reading materials requires time and effort, all the information is provided at once, and can be learned. In learning by game application, the content of events is determined randomly, and the player cannot manipulate the content to see what he or she wants to see. In addition, there is a possibility that a story that has already been shown will be selected again. Therefore, we considered that this was inappropriate in a situation where the subjects themselves could learn at any given time.

In order to improve the learning effect of the simulation application, we implemented the following improvements.

- Duplicate stories should not occur again.

- Make it possible to check the open rate of stories at any time.

- Encourage more events to occur by reflecting the story opening rate in the score.

After making the above improvements, the subject experiment was conducted again with 38 subjects (they were also mostly university students but also include more aged people). The experimental method and conditions were the same as in the previous experiment, but the study time was limited to 25 minutes or less.
## 4.4 Results and discussion of second experiment

The results of the subject experiments are shown in Table 2.

<table><caption>**Table 2.** Results of the second subject experimental test (number of correct answers)</caption><thead><tr><th colspan="3">Group A (proposed application)</th><th colspan="3">Group B (Materials)</th></tr><tr><th>Subject ID</th><th>Before</th><th>After Study</th><th>Subject ID</th><th>Before</th><th>After Study</th></tr></thead><tbody><tr><td>1</td><td>25</td><td>34</td><td>20</td><td>29</td><td>37</td></tr><tr><td>2</td><td>21</td><td>27</td><td>21</td><td>24</td><td>23</td></tr><tr><td>3</td><td>19</td><td>36</td><td>22</td><td>23</td><td>32</td></tr><tr><td>4</td><td>18</td><td>34</td><td>23</td><td>22</td><td>24</td></tr><tr><td>5</td><td>26</td><td>37</td><td>24</td><td>21</td><td>34</td></tr><tr><td>6</td><td>25</td><td>33</td><td>25</td><td>18</td><td>35</td></tr><tr><td>7</td><td>25</td><td>29</td><td>26</td><td>18</td><td>33</td></tr><tr><td>8</td><td>18</td><td>24</td><td>27</td><td>24</td><td>29</td></tr><tr><td>9</td><td>25</td><td>34</td><td>28</td><td>16</td><td>34</td></tr><tr><td>10</td><td>21</td><td>31</td><td>29</td><td>21</td><td>35</td></tr><tr><td>11</td><td>21</td><td>34</td><td>30</td><td>24</td><td>30</td></tr><tr><td>12</td><td>25</td><td>35</td><td>31</td><td>26</td><td>33</td></tr><tr><td>13</td><td>15</td><td>34</td><td>32</td><td>22</td><td>37</td></tr><tr><td>14</td><td>23</td><td>27</td><td>33</td><td>30</td><td>35</td></tr><tr><td>15</td><td>24</td><td>32</td><td>34</td><td>25</td><td>32</td></tr><tr><td>16</td><td>23</td><td>34</td><td>35</td><td>28</td><td>31</td></tr><tr><td>17</td><td>20</td><td>32</td><td>36</td><td>20</td><td>33</td></tr><tr><td>18</td><td>19</td><td>35</td><td>37</td><td>24</td><td>34</td></tr><tr><td>19</td><td>21</td><td>29</td><td>38</td><td>21</td><td>25</td></tr></tbody></table>

The average number of correct answers for Group A was 32.2 (about 87.0%), and for Group B 31.9 (about 86.2%). In order to verify the validity of the teaming of Group A and Group B according to the results of the pre-study test, F-tests and t-tests were conducted. The result of the F-test at the 5% significance level yielded a P-value of 0.202. This value does not fall within the rejection range, indicating equal variances. A t-test at the same significance level yielded a t-value of 1.114. The rejection range for the null hypothesis is in the range of less than -2.030 and greater than 2.030. This indicates that there is no significant difference between the two groups and that the teaming of Groups A and B is appropriate.

Next, a Welch's t-test was conducted on the results of the post-study test. The results showed a t value of 0.100, thus confirming that the null hypothesis was not rejected and that there was no significant difference between the two groups. Therefore, it is suggested that learning by simulation application and learning by reading materials have equivalent learning effects.
A questionnaire was also administered at the end of the pre- and post- tests. The questions and the number of responses are shown in Tables 4.4, and 4.4. Responses are in the order 4,3,2,1 to indicate the strength of affirmation to the questions.

<table><caption>**Table 3.** Pre-study questionnaire results (number of responses)</caption><thead><tr><th rowspan="2">Questions</th><th colspan="4">Strength</th></tr><tr><th>4</th><th>3</th><th>2</th><th>1</th></tr></thead><tbody><tr><td>Do you usually have the opportunity to play games?</td><td>25</td><td>9</td><td>9</td><td>5</td></tr><tr><td>Do you think you are well informed about disaster prevention, disaster preparedness, and emergency preparedness and knowledge?</td><td>0</td><td>4</td><td>35</td><td>9</td></tr><tr><td>Are you confident that you answered correctly the entire content of the Pre-Study Quiz?</td><td>0</td><td>7</td><td>22</td><td>19</td></tr></tbody></table>

<table><caption>**Table 4.** Results of post-study questionnaire (number of responses)</caption><thead><tr><th rowspan="2">Questions</th><th colspan="4">Strength</th></tr><tr><th>4</th><th>3</th><th>2</th><th>1</th></tr></thead><tbody><tr><td>Do you think you have acquired knowledge after completing the study?</td><td>29</td><td>19</td><td>0</td><td>0</td></tr><tr><td>After completing the study, did you feel ready to prepare specifically for living in a disaster or in an evacuation shelter?</td><td>28</td><td>18</td><td>2</td><td>0</td></tr><tr><td>Are you confident that you answered the entire content of the Post-Study Quiz correctly?</td><td>5</td><td>31</td><td>10</td><td>2</td></tr></tbody></table>

More than 90% of the subjects answered that they “do not know much” or “do not know at all” about disaster preparedness and emergency response methods. However, after the study, more than 60% of the participants answered that they “feel more knowledgeable” and “feel more prepared for disasters. The results also showed that there was little difference in the tendency of responses to the questionnaire between learning by our application and learning by materials. This suggests that this simulation application is expected to be a useful learning tool for young people (in their 20s and 30s), who are considered to have relatively low awareness of disaster prevention. If this simulation application can increase learning opportunities more widely, it can be used to raise awareness
of disaster prevention and disaster preparedness, as more than half of the par-
ticipants answered that they usually have many opportunities to play games. In
the future, we would like to improve the operation method and visual clarity of
the application so that even those who are not familiar with the game can enjoy
learning.

Based on the subject experiments and feedback described above, we observe
that it would be effective to make the following changes to further enhance the
learning effect of the simulation application.

- Encourage experiencing more events for learning by having tests multiple times in a short cycle and gradually increasing the difficulty level.

- By changing the display of scenes according to day and night and the num-
  ber of days elapsed, manipulate the impression of the passage of time and
tension. An example of such direction is decreasing the number of evacuees
in the surrounding area.

5 Concluding Remarks

This paper has presented the development and evaluation of a simulation ap-
plication for living in a shelter. The results of subject experiments suggested
that subjects who used the application had at least the same learning effect as
those who read the material. Furthermore, the results of pre- and post-learning
questionnaires indicated that disaster awareness was improved.

We will consider improvements and additions to the functions of the ap-
plication based on the results of the subject experiments and feedback on the
application. This application will be released to the public after adjustment of
its functions.

References

1. Arima, M.: Potential and Challenges of Disaster Prevention Apps for Soft Disaster Management (In Japanese). Oukan **11-2**, 145–155 (2017)

2. Azuma, H., and, Y.S.: Effectiveness verification of the disaster prevention applica-
tion “moshiyure” in making earthquakes a self-goto and promoting countermeasure
behaviors (in japanese). In: Proc. of 77th National Convention of IPSJ (2015)

3. Cabinet Office Japan: Disaster Prevention Information Page, Disaster Prevention Information of Each Municipality, https://www.bousai.go.jp/index-e.html

4. de Carvalho, P.V.R., Ranauro, D.O., Mól, A.C.A., Jatobá, A., de Siqueira, A.P.L.: Using serious game in public schools for training fire evacuation procedures. Int. J. Serious Games 9(3), 125–139 (2022)

5. Felicia, P. (ed.): Handbook of Research on Improving Learning and Motivation Through Educational Games: Multidisciplinary Approaches (Advances in Game-Based Learning). Information Science Reference (2011)

6. Kapp, K.M.: The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Pfeiffer (2012)

7. Kihara, M.: What to do in such a case? Learn by taking a quiz! Natural Disaster Survival (In Japanese). NIHONTOSHO CENTER Co.,LTD. (2021)
8. Kuroda, Y., Kanda, H.: Nursing Care in Evacuation Shelters and Temporary Housing through Case Studies Care (In Japanese). Japan Nursing Association Publication Society (2012)

9. Matsuno, Y., Fukanuma, F., Tsuruoka, S.: Development of flood disaster prevention simulation smartphone application using gamification. Dynamics of Disasters, Springer Optimization and Its Applications **169**, 147–159 (2017)

10. 1st Media Inc, J.: Disaster prevention information “national evacuation shelter guide” ver. 6.0, http://www.hinanjyo.jp/

11. Mizuno, K.: Characteristics of people who have installed disaster prevention applications to be used on their smartphones (In Japanese). Disaster Information **17-2**, 157–167 (2019)

12. Silva, J.F.M., Almeida, J.E., Rossetti, R.J.F., Coelho, A.L.: A serious game for evacuation training. In: IEEE 2nd International Conference on Serious Games and Applications for Health, SeGAH 2013, Vilamoura, Portugal, May 2-3, 2013. pp. 1–6. IEEE Computer Society (2013)

13. Tokyo Stockpile Navi Office: Tokyo Sotckpile Navi, https://www.bichiku.metro.tokyo.lg.jp/en/

14. Yamamura, T.: Disaster Prevention Encyclopedia for Everyone from Disaster Preparedness to Evacuation Life (In Japanese). PHP Institute, Inc (2015)

15. Yoshino, T., Hamamura, A., Fukushima, T., Egusa, N.: Making of Disaster-prevention Maps by Local Residents Using the AkariMap Evacuation Support System (In Japanese). Journal of Information Processing **58**, 215–224 (2017)