12:00 〜 12:15
[HDS09-12] Neural correlates of disaster awareness and educational effects during watching disaster prevention videos
キーワード：防災、教育、動画、脳
Introduction
In today's disaster prevention, video is a major educational tool. For example, in the field of earthquake and tsunami disaster prevention, videos that explain the mechanism of earthquake-induced tsunami (mechanism videos) and videos that recommend tsunami evacuation after an earthquake (evacuation recommendation videos) are widely used in educational settings. However, there are large individual differences in disaster awareness and the effectiveness of videos in disaster education, and the analysis of the psychological processes underlying these differences has relied exclusively on subjective questionnaires. The purpose of this study is to deepen our understanding of the psychological processes underlying the individual differences in disaster awareness and the effectiveness of video disaster education, using brain activity indices during viewing of disaster education videos.
Methods
Fifty-eight healthy university students participated in the experiment. Eight mechanism videos and eight evacuation recommendation videos for earthquake-induced tsunami, and 8 visually similar videos with content unrelated to earthquakes and tsunamis for control videos for each educational video type (i.e., 32 videos in total, each 14 to 69 s in length) were presented in a quasi-random manner, and brain activity was measured using a functional MRI. To evaluate disaster awareness and the effectiveness of the videos in disaster education, an evacuation decision-making task using fictitious earthquake scenarios (40 trials) with various tsunami risks was conducted before and after viewing the videos, and the pre- and post-change in evacuation rates and the average of the two were used as estimates of the disaster education effect of the videos and disaster awareness, respectively. Data from 45 subjects were used for the analysis, excluding 13 subjects who had problems concentrating on the experimental task or moving their heads during the imaging. We used a voxel-by-voxel multiple regression analysis of differential brain activity during viewing of the mechanism video or the evacuation recommendation video against each control video to search for regions that correlated with the estimated disaster education effect of the videos and disaster awareness.
Results
The results showed that brain activity during viewing the video was negatively correlated with the disaster education effect of the video in the somatosensory processing area and positively with disaster awareness in the dorsomedial prefrontal cortex.
Discussion and Conclusion
The results revealed that individual differences in disaster awareness and disaster education effect were reflected in brain activity during the viewing of disaster prevention videos of earthquake and tsunami disasters, at least regarding the evacuation recommendation videos. The dorsomedial prefrontal cortex, whose activity was higher in individuals with higher disaster awareness during the video viewing, is a region involved in the recognition of other people's feelings, and may suggest their higher degree of emotional involvement with the evacuees in the video. The fact that activity in somatosensory processing areas was higher during video viewing in people for whom disaster education was less effective may indicate that interest in the bodily movement elements in the videos may act as an inhibitory effect on the improvement of disaster awareness. These findings are expected to provide hints for creating more effective disaster prevention videos.
In today's disaster prevention, video is a major educational tool. For example, in the field of earthquake and tsunami disaster prevention, videos that explain the mechanism of earthquake-induced tsunami (mechanism videos) and videos that recommend tsunami evacuation after an earthquake (evacuation recommendation videos) are widely used in educational settings. However, there are large individual differences in disaster awareness and the effectiveness of videos in disaster education, and the analysis of the psychological processes underlying these differences has relied exclusively on subjective questionnaires. The purpose of this study is to deepen our understanding of the psychological processes underlying the individual differences in disaster awareness and the effectiveness of video disaster education, using brain activity indices during viewing of disaster education videos.
Methods
Fifty-eight healthy university students participated in the experiment. Eight mechanism videos and eight evacuation recommendation videos for earthquake-induced tsunami, and 8 visually similar videos with content unrelated to earthquakes and tsunamis for control videos for each educational video type (i.e., 32 videos in total, each 14 to 69 s in length) were presented in a quasi-random manner, and brain activity was measured using a functional MRI. To evaluate disaster awareness and the effectiveness of the videos in disaster education, an evacuation decision-making task using fictitious earthquake scenarios (40 trials) with various tsunami risks was conducted before and after viewing the videos, and the pre- and post-change in evacuation rates and the average of the two were used as estimates of the disaster education effect of the videos and disaster awareness, respectively. Data from 45 subjects were used for the analysis, excluding 13 subjects who had problems concentrating on the experimental task or moving their heads during the imaging. We used a voxel-by-voxel multiple regression analysis of differential brain activity during viewing of the mechanism video or the evacuation recommendation video against each control video to search for regions that correlated with the estimated disaster education effect of the videos and disaster awareness.
Results
The results showed that brain activity during viewing the video was negatively correlated with the disaster education effect of the video in the somatosensory processing area and positively with disaster awareness in the dorsomedial prefrontal cortex.
Discussion and Conclusion
The results revealed that individual differences in disaster awareness and disaster education effect were reflected in brain activity during the viewing of disaster prevention videos of earthquake and tsunami disasters, at least regarding the evacuation recommendation videos. The dorsomedial prefrontal cortex, whose activity was higher in individuals with higher disaster awareness during the video viewing, is a region involved in the recognition of other people's feelings, and may suggest their higher degree of emotional involvement with the evacuees in the video. The fact that activity in somatosensory processing areas was higher during video viewing in people for whom disaster education was less effective may indicate that interest in the bodily movement elements in the videos may act as an inhibitory effect on the improvement of disaster awareness. These findings are expected to provide hints for creating more effective disaster prevention videos.