Jiang Na, Zamzami Zainuddin, Corinne Jacqueline Perera
This article presents simulation exercises with gamified quizzes as an instructional approach highly relevant for teaching environmental science in schools impacted by natural disasters in Indonesia. Simulation exercises and gamified quizzes serve as a meta-strategic instructional delivery that enhances the authenticity, engagement and fun of learning environmental science in disaster-prone schools. A quasi-experimental design was employed in this study to measure the effects of simulation-based gamified quizzes as teaching methods based on a multiphase mixed-methods typology. The findings postulate that gamified learning and simulation exercises can incite learner engagement and provide a new impetus for mainstreaming disaster education as part of the science curriculum in a contextual learning environment. The evidence further supports fostering resilience to maintain uninterrupted learning during crises. Gamified simulation exercises have been framed as a stellar breakthrough in technological pedagogy, relevant for disaster-impacted schools, and their importance cannot be overstated. © 2025 Technology, Pedagogy and Education Association.
Faculty of Teacher Education, Shangrao Normal University, Jiangxi, Shangrao, China; Shanghai Municipal Institute for Lifelong Education, East China Normal University, Shanghai, China; College of Education, Psychology and Social Work, Flinders University, Adelaide, Australia; Faculty of Economics and Business, Universitas Negeri Malang, Kota Malang, Indonesia; Educational Staffing Solutions, Lakeside Centre Way, Knoxville, TN, United States
