Applying Interactive Teaching Experience and Technology Action Puzzles in Disaster Prevention Education

This study incorporated technology action puzzle and obstacle challenge activities in the course design. Using the 921 Earthquake in Taiwan as the theme, this study integrated the content of various subjects and course modules and applied information technology to present the humanistic care element...

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Bibliographic Details
Published in:Sustainability 2021-05, Vol.13 (9), p.4788
Main Authors: Shyr, Wen-Jye, Chen, I-Min, Lee, Jing-Chuan, Su, Te-Jen
Format: Article
Language:English
Subjects:
Attitudes
Barriers
Classrooms
Cooperation
Cultural heritage
Design of experiments
Disaster management
Disaster recovery
Disasters
Earthquakes
Education
Educational technology
Emergency preparedness
Experimental design
Feedback
Information technology
Instructional design
Interactive learning
Knowledge
Literacy
Mitigation
Motivation
Museums
Prevention
Principal components analysis
Problem solving
Regression analysis
Schools
Seismic activity
Skills
Statistical analysis
Statistical methods
Students
Sustainability
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Summary:This study incorporated technology action puzzle and obstacle challenge activities in the course design. Using the 921 Earthquake in Taiwan as the theme, this study integrated the content of various subjects and course modules and applied information technology to present the humanistic care elements. The subjects of this study were Grade 9 students of a public middle school in central Taiwan. After the interactive operation introduction and theme film viewing, the students were divided into groups to participate in the technology action puzzle and obstacle challenge activities. Students’ learning performance using smart technological tools and overall course feedback were evaluated from the aspects of building structure safety knowledge, disaster prevention and mitigation, integrated interdisciplinary thinking, and problem-solving abilities through the course planning and quasi-experimental design. The results show that (1) in terms of the learning achievement scale, the pre-test and post-test of paired samples reached statistical significance; (2) in terms of the learning response scale, the mean of the Likert five-point scale reached above 4.0; (3) the results of mediating regression analysis show that, compared with the traditional classroom teaching mode, the interactive teaching experience and technology action puzzle have a mediating effect on learning performance and overall course feedback.
ISSN:2071-1050
2071-1050
DOI:10.3390/su13094788