## 5 Discussion
### How Effective Is the Gamification Method in Disaster Education?  
As highlighted by the tweets, the community has used social media as a technology to share and discuss informative topics related to disasters. Besides, they suggested the importance of using novel and innovative methods to increase disaster education among children and adults to add more value to the traditional methods.  
Nevertheless, none of the tweets have discussed using gamification as a tool to increase disaster education, although this has been used in many countries such as the UK, the US, and Japan to solve disaster-related issues such as: (a) Disaster education--i.e., Stop Disasters!, We Share It, Levee Patroller [24; 44]; (b) Research (data collection/survey)--i.e., FloodSim, SimFlood, SerGIS, Millbrook Council Serious Game; and (c) Altering community practices through gamified applications for interventions--i.e., Flood-Wise, I See Change [24].  
So far, only a handful of studies have tried to accept the challenge of discussing using gamified applications in a serious context, such as in disasters, through a scholarly body of work. This study has systematically tried to establish the idea of using gamified  
\begin{table}
\begin{tabular}{c c c} \hline
**Emotion or Attitude** & **Date and Time** & **Exemplar Tweet** \\ \hline Negative/Frustration & 13 November 2019 19:27 & Maybe they’ll be taken seriously now? Traditional owners predicted this bushfire disaster years ago, but ignored badly in conferences and workshops \\  & & \#disappointed \#tradonedu \#indigenous \#nswfires \\ \hline Positive/Recommendation & 14 November 2019 07:15 & I reckon social media should give more space to indigenous knowledge. I look forward to the day when we understand how the \#land wants to be cared for—and \textasci{} ‘fire practitioners’ become the norm. I advise you to read the million-worth paper \\  & & \#tcho/aOf72 NkJxE, accessed on 17 May 2022 \\ \hline \end{tabular}
\end{table}
Table 6: Main attitudes expressed related to traditional disaster education methods.  
applications to increase the effectiveness of disaster education. As the research results emphasize, the participants were excited and enthusiastic to experience this new approach of learning. They were motivated by both extrinsic and intrinsic motivations provided by the gaming platform (Figures 8 and 9). Further, by answering the question about ways to improve the game, the participants suggested using AI, VR, and AR technologies [90,91]. This shows that the use of gamified approaches to deliver disaster education will be an effective approach.  
As the survey findings elaborated, gamified applications increase the frequency and the efficiency of knowledge sharing. The more players participating in the game, the more knowledge they gain. This activity enhances the knowledge of the players. Nevertheless, gamified applications need technical infrastructure, such as internet access and smart devices, to which people in developing countries may not have access. Nevertheless, the use of such technologies will gradually increase across the world including in developing countries [40]. For instance, now around 31% of people in East Asia, 19% in North Africa, and 17% in Central Asia have internet access and smart devices are becoming popular [8]. Furthermore, there is a clear demand for this kind of new and innovative approach among communities in developed countries [92, 93, 94, 95].