5:15 PM - 6:45 PM
[HDS10-P12] Identification of citizens' fire response capabilities and development of disaster management education programs to improve their capabilities
Keywords:disaster management exercise program, instructional design, ADDIE model, leading evacuees, gamification
Fire is a very familiar and serious risk that causes many human casualties every year. According to statistics from the Fire and Disaster Management Agency of the Ministry of Internal Affairs and Communications, the total number of fires that occurred in Japan in 2022 was 36,314. However, the fire response manuals issued by each local government fire department differ in terms of content, volume, and manual format. In this study, we collected and categorized the fire response manuals of each local government's fire department, identified the capabilities necessary for fire response, and developed the education program to improve fire response capabilities.
In this study, we developed and verified an educational program based on the ADDIE process (the idea of developing in the order of analysis, design, development, implementation, and evaluation) of ID (instructional design) theory. In addition to the 54 fire response capabilities extracted from the existing manual, we added 4 capabilities related to bias, which is an important element during fire evacuation. As a result, a total of 58 capabilities were extracted. When these were subjected to cluster analysis (Ward method/Euclidean square distance), seven clusters were extracted.
The first cluster is to know the nature of fires and the nature of people during fires, the second is to be able to take the initiative in helping others and provide first aid, and the third is to be able to use tools to evacuate and guide other people. The fourth is to be able to understand fire alarms and extinguish a fire in the first place. The fifth is to be able to take the correct posture during fire evacuation. The sixth is to be able to learn how to prevent a fire based on past cases. The seventh thing is to understand the horror of fire and to be able to prevent fires.
From these seven clusters, we set 13 learning objectives and developed an educational program called '' Acquiring fire response capabilities.'' Created a 90-minute lesson plan and original teaching materials for university students. The teaching materials incorporate gaming methods. We have created a '' fire evacuation game'' to judge actions during a fire evacuation, and a '' fire cause deduction game'' to learn fire prevention. An educational program was implemented for 46 university students based on the study plan created. To evaluate the program, students were asked to self-evaluate each item of the 13 learning objectives on a five-point scale from ''Able'' to '' Unable'' before and after implementation. When analyzed, there were statistically significant differences at the 1% level in all capabilities set in the learning objectives. Therefore, we concluded that this program is an effective program that can achieve the learning objectives.
In this study, we developed and verified an educational program based on the ADDIE process (the idea of developing in the order of analysis, design, development, implementation, and evaluation) of ID (instructional design) theory. In addition to the 54 fire response capabilities extracted from the existing manual, we added 4 capabilities related to bias, which is an important element during fire evacuation. As a result, a total of 58 capabilities were extracted. When these were subjected to cluster analysis (Ward method/Euclidean square distance), seven clusters were extracted.
The first cluster is to know the nature of fires and the nature of people during fires, the second is to be able to take the initiative in helping others and provide first aid, and the third is to be able to use tools to evacuate and guide other people. The fourth is to be able to understand fire alarms and extinguish a fire in the first place. The fifth is to be able to take the correct posture during fire evacuation. The sixth is to be able to learn how to prevent a fire based on past cases. The seventh thing is to understand the horror of fire and to be able to prevent fires.
From these seven clusters, we set 13 learning objectives and developed an educational program called '' Acquiring fire response capabilities.'' Created a 90-minute lesson plan and original teaching materials for university students. The teaching materials incorporate gaming methods. We have created a '' fire evacuation game'' to judge actions during a fire evacuation, and a '' fire cause deduction game'' to learn fire prevention. An educational program was implemented for 46 university students based on the study plan created. To evaluate the program, students were asked to self-evaluate each item of the 13 learning objectives on a five-point scale from ''Able'' to '' Unable'' before and after implementation. When analyzed, there were statistically significant differences at the 1% level in all capabilities set in the learning objectives. Therefore, we concluded that this program is an effective program that can achieve the learning objectives.