Improving post-earthquake evacuation preparedness for deaf and hard of hearing children: A conceptual framework. (August 2021)

• Record Type: Journal Article
• Authors: Abdulhalim, Isra; Mutch, Carol; González, Vicente A.; Amor, Robert
• Is Part Of: International journal of disaster risk reduction. Volume 62(2021)
• Publication Date: 2021-08
• Subjects: Deaf and hard of hearing children -- Serious games -- Immersive virtual reality -- Post-disaster evacuation -- Behavioural and pedagogical impacts -- 4Rs Framework -- Disaster risk reduction; Emergency management -- Periodicals; Risk management -- Periodicals; Disaster relief -- Periodicals; Hazard mitigation -- Periodicals; 363.34
• DOI: 10.1016/j.ijdrr.2021.102360
• Languages: English
• ISSNs: 2212-4209

Abstract

Abstract: Immersive Virtual Reality Serious Games (IVR SG) are being used more frequently as training tools to enhance the preparedness and response of different community groups in the event of disasters such as earthquakes. In this paper, we aim to understand the pedagogical and behavioural considerations for Deaf and Hard of Hearing (DHH) children in the school context and its connection to the Disaster Risk Reduction (DRR) framework. A systematic literature review was used as the main methodology of this paper. The main findings proved a strong relationship between the pedagogical and behavioural factors with the 4Rs (Readiness, Reduction, Response, and Recovery), and Disaster Risk Reduction (DRR) approach. The factors are particularly connected to the readiness and reduction stages, and IVR SG training tools need to be integrated within a holistic disaster reduction plan. The factors to ensure success of this integrated conceptual framework use an innovative tool such as an IVR SG based on DHH children's needs and abilities and can be adapted to their school environment. All the findings throughout this paper build a strong theoretical foundation for the usage of a VR SG-based training tool to enhance DHH children's post-earthquake evacuation preparedness in a school's content.