## 4 Results
### Survey Participants Perspectives on Gamified Bushfire Disaster Education  
#### 4.2.1 Perceptions on Gamification  
As a novel and emerging technique to increase disaster education, this study evaluated gamified applications through the STOP Disaster online video game. Accordingly, as given in Table 5, 52 undergraduate students' knowledge was tested under four themes. \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Themes** & **Questions** & **Correctly Answered before the Game** & **Correctly Answered after the Game** \\ \hline \multirow{4}{*}{\begin{tabular}{c} Vacant Land \\ Management \\ \end{tabular} } & What do you do to dry bushes in the surroundings & \multirow{4}{*}{40\%} & \multirow{2}{*}{90\%} \\  & at the inception of a bushfire alert? Select the most & & \\ \cline{1-1} \cline{3-3}  & appropriate answer & & \\ \cline{1-1} \cline{3-3}  & From the list given below, what can be used as fire & & \\ \cline{1-1} \cline{3-3}  & breaks? Select the most appropriate answer & & \\ \hline \multirow{4}{*}{\begin{tabular}{c} Inhabited Land \\ Management \\ \end{tabular} } & What is the most appropriate item to be located to & \multirow{4}{*}{67\%} & \multirow{4}{*}{77\%} \\  & protect a house during bushfires? & & \\ \cline{1-1} \cline{3-3}  & What is the best place to locate a hospital in a & & \\ \cline{1-1} \cline{3-3}  & bushfire-prone area? & & \\ \cline{1-1} \cline{3-3}  & What should be the appropriate building material & & \\ \cline{1-1} \cline{3-3}  & type for a house located in a bush fire area? & & \\ \cline{1-1} \cline{3-3}  & Mark Yes/No [Land that has been cleared of trees & & \\ \cline{1-1} \cline{3-3}  & creates a fire break] & & \\ \hline \multirow{4}{*}{\
\begin{tabular}{c} Building Material \\ Management \\ \end{tabular} } & Mark Yes/No [Hospitals and schools are important \\ \cline{1-1} \cline{3-3}  & buildings in bushfires for people to take shelter] & & \\ \cline{1-1} \cline{3-3}  & C. Mark Yes/No [Storing flammable materials such \\ \cline{1-1} \cline{3-3}  & as fuel, firewood at some distance helps to reduce & & \\ \cline{1-1} \cline{3-3}  & fire risk & \\ \cline{1-1} \cline{3-3}  & C. Mark Yes/No [It is better to keep low moisture & & \\ \cline{1-1} \cline{3-3}  & trees rather clearing them] & & \\ \hline \multirow{4}{*}{
\begin{tabular}{c} Community \\ Management \\ \end{tabular} } & List 5 actions that you would undertake to & \multirow{4}{*}{52\%} & \multirow{4}{*}{81\%} \\  & coordinate actions to bushfires & & \\ \cline{1-1} \cline{3-3}  & For what purposes can we use a community centre & & \\ \cline{1-1} \cline{3-3}  & to reduce bushfire risk? & & \\ \cline{1-1} \cline{3-3}  & What could be the role of a school in a bushfire? & & \\ \hline \hline \end{tabular}
\end{table} 
Table 5: Survey responses. The first theme is about vacant land management. According to the above statistics, only 40% and 60% of the students answered the first and second questions correctly before playing the game. However, the number of students who answered the same questions accurately increased by 50% and 27%, respectively, after playing the game. The second set of questions evaluated student knowledge about managing inhabited land. On average, most of the students answered to this set of questions correctly in the first round before playing the game. However, after paying the game, the number of students who answered the same questions accurately increased by 10% and 9%, respectively. This category had four questions as the game delivered significant knowledge related to building material management in bushfires. As shown in Table 5, only 38% and 58% of students answered the first two questions correctly in this category. However, after playing the game this number increased significantly, by 33% and 32%, respectively. The third set of questions were about building material management to make the environment bushfire resilient. Even in the first round, all the students answered the first question in this category correctly.