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Wasana Kowhakul, Kyoto University, JapanAbstract
Despite widespread recognition of fire hazards, conventional fire safety education in schools — including brochures, instructional videos, and traditional classroom lessons — consistently fails to engage young learners or produce lasting behavioral changes. This study addresses a critical gap in educational practice by developing and evaluating an interactive, game-based learning tool designed to teach fire safety awareness and emergency preparedness to elementary, junior, and high school students in Japan. Grounded in gamification theory and design-based research, the game integrates interactive storytelling, rewards, and scenario-based decision-making to create an engaging and pedagogically effective learning experience. A pre- and post-implementation survey methodology was employed to assess changes in students’ knowledge, attitudes, and preparedness. Initial findings from a pilot cohort indicate significant improvements in students’ ability to identify fire hazards, recall emergency procedures, and respond appropriately in simulated scenarios. These results suggest that gamified educational tools represent a promising and scalable approach to disaster preparedness education, with implications for curriculum design, instructional technology, and community resilience at the K–12 level.
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Conference: PCE2026Stream: Teaching Experiences
This paper is part of the PCE2026 Conference Proceedings (View)
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To cite this article:
Kowhakul W. (2026) How to Safety Education Through Interactive Technology: Fire Safety Awareness and Preparedness ISSN: 2758-0962 The Paris Conference on Education 2026: Official Conference Proceedings (pp. 363-371) https://doi.org/10.22492/issn.2758-0962.2026.27
To link to this article: https://doi.org/10.22492/issn.2758-0962.2026.27
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