## 6 Conclusions  
The study provides insights into methods for imparting disaster education from a new perspective. This is not to undermine the significance of traditional approaches to disaster education, but to enhance these approaches by harmonizing them with contemporary technologies. Inarguably, disaster education is one of the most important approaches to increase disaster preparedness. Hence, strengthening, and popularizing disaster education is a necessity. Firstly, the study findings confirmed the community demand for a change in the prevailing disaster education practices. Although there were more negatively classified tweets, these pointed out drawbacks and provided suggestions to improve the efficiency of prevailing classroom-based disaster education approaches. These further reflected how people use social media channels to express their perceptions of a burning issue in society. Therefore, the use of tweets to analyse sentiments and related attitudes can be identified as a good approach to deepen the understanding of current knowledge and the pressing demands of the public. Secondly, the study identified the significance and the possibility of using gamified applications as a potential novel method to increase the efficiency of disaster education. As discussed in the paper, gamification attracts community attention through extrinsic elements and introduces motivational elements in a gaming environment, while indirectly transferring knowledge to the players [96, 97, 22, 98]. As Australia is frequently exposed to bushfires, such an approach would further reduce community vulnerability by strengthening it through adequate knowledge [99, 100, 101]. Nevertheless, as an emerging area of research, the use of gamification and other technologies such as AI, AR, VR, and Web GIS technologies in the context of disaster education needs more attention from researchers [102, 103, 104, 105, 106, 107, 108, 109, 110]. In sum, the study findings confirmed the research hypothesis 'Gamified applications related to disasters are efficient modes for increasing community disaster awareness'. Through the social media analytics we conducted, the study emphasized community concern about having a proper mechanism to increase community awareness, frequently avoiding time- and space-consuming methods especially. The study findings also emphasized the possibility of using gamified applications to increase community awareness through virtual platforms, which are relatively less space-, cost-, and time-consuming environments. Lastly, we note that the study has the following limitations: (a) The study only used tweets circulated related to the 2019-2020 Australian bushfires; (b) The survey results are limited to a specific age group (between 18 and 22 years old) and therefore further research is required to assess the usability of gamified application across different age groupsand with other young people in the same age group who are not university students; (c) Gamification as a method of education is more suitable for younger people; and (d) The small size of the sample for the survey (52 participants). Despite these limitations, the study has identified a new approach to disaster education from a novel perspective--i.e., gamification. Our prospective research will focus on addressing these limitations. Conceptualization, N.K. and T.Y. ; Methodology, N.K. ; Software, N.K. ; Validation, N.K. ; Formal analysis, N.K. ; Investigation, N.K. ; Resources, N.K. and T.Y. ; Data curation, N.K. ; Writing--original draft preparation, N.K. ; Writing--review and editing, T.Y. and A.G.; Supervision, T.Y. and A.G.; Project administration, T.Y. All authors have read and agreed to the published version of the manuscript. This research received no external funding. An ethical approval was obtained from Queensland University of Technology's Human Research Ethics Committee (#190000214) to collect and analyse the data. Not applicable.