Gamification and Disaster Preparedness for School Children
- Helika Poudel
- 2 days ago
- 9 min read
Disasters such as earthquakes, floods, fires, and landslides often strike without warning, placing children among the most vulnerable groups along with people with disabilities, women, and other marginalized, and rural communities. Beyond the immediate risks of injury and trauma, disasters can disrupt education, displace families, and create long-term psychological and social challenges for children that set them back months, if not years. Given their dependence on adults and limited ability to make unilateral decisions in crises, it becomes critical to equip children with the knowledge, skills, and confidence needed to act appropriately when emergencies arise.
Schools are centers of both education and community life. These institutions play a crucial role in strengthening disaster preparedness among children. They serve as platforms where essential life-saving lessons, such as first-aid and psychological and physical disaster preparedness, can be taught systematically. Preparing the younger generation through school-based programs ensures that preparedness knowledge extends beyond classrooms, reaching households and communities as well. However, the challenge lies in the delivery of this knowledge that is palatable for the next generation of students. Traditional teaching methods– lectures, manuals, and one-time drills – provide information that cannot be denied as a major teaching and learning methodology. However, when it comes to the utilization of the knowledge, the conventional lecture method may not fully engage children to apply the knowledge during times of need. Why? Traditional disaster education is a one-way method that, no matter how effectively the teacher delivers, some students will still crave interactive learning to internalize the main takeaways and minute details of this vital knowledge.
In this context, gamification, the integration of game-based learning strategies into educational settings, emerges as an innovative and effective approach. In Sangkyun Kim et al.’s 2018 book Gamification in Learning and Education, the authors discuss the various definitions of gamification, compiling them into a definition that highlights what they think are the most important aspects: that gamification is a means to engage participants, improve motivation, promote collaboration, and use game design elements in non-game contexts. They ultimately define gamification in education as “a set of activities and processes to solve problems related to learning and education by using or applying game mechanics” (Sangkyun Kim et al., 2018, p. 29).
By transforming disaster preparedness into interactive and enjoyable experiences, gamification makes learning memorable and practical. Through simulations, role-play, and educational games, children are encouraged to think critically, solve problems collaboratively, and rehearse real-life scenarios in a safe and controlled environment. Unlike conventional methods, gamification taps into children’s natural inclination for play, ensuring that preparedness education is not only understood but also retained and applied when it matters most. At the same time, gamification also focuses on the local knowledge and games which are often used as a daily play within the local context.
Gamification for Children
Children tend to learn best through play, interaction, and hands-on activities. While adults may respond better to lectures, written materials, or technical training, children are more receptive to learning when it is engaging and playful. In this regard, gamification has become essential, as one of its key aspects is transforming abstract disaster concepts into tangible experiences. These experiences stimulate not just one or two, but all the senses.
For instance, let us consider an earthquake simulation. It is more effective to allow children to feel the challenges by having them get underneath a school desk or bench during a drill rather than just looking at a picture of how to drop, hold, and cover. To take it further, a full earthquake simulation can be conducted to demonstrate how to better respond to shaking by letting them drop, hold, cover, and exit the classroom in an orderly line until reaching the designated safe zone. This kind of experiential learning not only strengthens memory retention but also builds the automatic reflexes necessary in real-life emergencies.
Gamification also taps into children’s intrinsic motivation. When children are awarded points, badges, or rewards for their accomplishments, they will become highly motivated to continue playing and learning about preparedness. However, if the game remains at the same level even as children progress, it can become boring. Therefore, it is essential to level up the games according to the age and intelligence of the children. This is called progressive challenge, where children advance through different levels as they master new skills. This mirrors their natural curiosity and competitiveness, making them eager to learn more about safety without feeling pressured.
Although digital gamification for disaster education may depend on personal preference and individual learning styles, most non-digital gamification methods require group participation. In this sense, another important advantage of gamification is that it promotes collaborative learning. Many disaster preparedness games are group-based, requiring children to work as a team to solve problems, plan evacuation routes, or assemble survival kits. Such activities not only build knowledge but also encourage teamwork, leadership, and empathy - skills that are critical during actual emergencies, when cooperation can save lives. This also fosters collaborative group action, making children empathetic in the long run.
Furthermore, gamification provides a safe environment to practice decision-making under stress. Real disasters create panic and fear, which can overwhelm a child’s ability to recall instructions. But when children rehearse disaster responses through repeated game-based scenarios, they develop confidence and readiness. This psychological preparedness is just as important as physical safety drills, as it reduces anxiety and ensures that children feel empowered rather than helpless in times of crisis. The depression and turmoil often observed among the younger generation today can be minimized if they are exposed to a disaster risk reduction preparedness situation through games. This allows them to understand that disasters are inevitable and that hardships can be overcome through hard work and resilience to build back better.
Gamification can be adapted to different ages, cultures, and local hazards. Younger children may engage with simple puzzles and storytelling games, while older students can handle simulation-based digital platforms that mimic real disaster scenarios. Similarly, schools in earthquake-prone regions can focus on seismic safety games, while flood-prone communities might design board games around evacuation planning. Schools facing storm and lightning risks could use a Snakes and Ladders game to teach the “30-30” rule. Similarly, communities can localize gamification according to the specific disasters they face. This flexibility makes gamification a universally adaptable tool for disaster education across diverse contexts.
Example of Gamification in Disaster Preparedness, Nepal
Nepal, a country highly vulnerable to earthquakes, floods, landslides, and fire hazards, faces the urgent need to prepare its younger generation for disasters. Schools are a critical entry point, and gamification has already shown promising results in raising awareness and building practical skills. Below are some of the key methods of gamification that can be effectively implemented in Nepal’s disaster preparedness education:
Board and Card Games. In the Nepali context, simple and low-cost educational tools such as board and card games are highly effective, especially in rural and resource-limited schools. For example, card games designed around safe building construction have been piloted in some schools with support from the NGOs, Disaster Education Promotion Office (DEPO) in Lalitpur. In these games, children compete to design earthquake-resistant houses by choosing the right construction materials and rejecting unsafe practices, such as using heavy roofs without reinforcement. Similarly, board games can be created to simulate evacuation during floods or to collect items for an emergency “go-bag.” These games encourage learning, healthy competition, and collaboration, while helping children playfully internalize safety messages. The game can be utilized inside classrooms and does not require a larger space or extensive resources.
Simulation and Role-Playing Games. Role-playing games resonate strongly with Nepali children, as storytelling and drama are already part of local culture and school activities. For example, earthquake preparedness can be taught by turning routine drills into interactive storytelling exercises. Instead of simply telling children to “drop, cover, and hold,” a role-play can simulate an actual classroom earthquake situation, where students practice responding under timed pressure. Similarly, landslide preparedness can be taught by enacting evacuation scenarios, where children take on different roles such as family members, rescue volunteers, or “teachers.” This experiential learning approach ensures that children are not only informed but also emotionally prepared to act during real disasters, reducing panic and confusion. This can be modified according to the previous experience and knowledge as well.
Digital Games and Mobile Applications. Although access to advanced technology can be limited in many rural areas of Nepal, digital tools are gradually gaining traction in urban schools and through mobile phones. Interactive mobile applications can be designed to simulate local hazards—such as guiding a family to safety during an earthquake in Kathmandu or helping farmers protect their homes from floods in the Terai region. For example, a child-friendly app could teach how to identify safe zones in a collapsing building or how to plan evacuation routes during a flood. With increasing government and NGO investment in digital literacy, gamified disaster apps can serve as an innovative way to complement traditional learning, particularly in private schools and urban centers.
Reward and Recognition Systems. In the Nepali education system, recognition and rewards are strong motivators for students. Disaster preparedness lessons can integrate points, badges, or certificates as incentives for children who complete certain tasks. For example, students who successfully prepare a family emergency plan, identify safe spots at home, or bring an emergency kit to school could earn recognition during assemblies or Disaster Awareness Day celebrations. Schools can also organize inter-class or inter-school competitions, where preparedness-themed quizzes and games are rewarded with small prizes. Such systems not only sustain children’s interest but also help spread disaster knowledge beyond the classroom, as children often share their achievements with families and communities.
Improved Knowledge Retention. Recent research highlights “how integrating gamification into instructional contexts can significantly improve students’ motivation to learn, raise academic achievement levels, and reinforce critical skill sets” (Buenadicha-Mateos, M., et al, 2025, p. 3). Gamification uses repetition, interactive challenges, and engaging activities that ensure disaster preparedness lessons are not only taught but also retained for a longer time. For example, when children repeatedly practice “drop, cover, and hold” through a game or simulation, the action becomes almost instinctive. This is particularly important during actual emergencies when panic can cause children to forget instructions—knowledge learned through play is far more likely to resurface quickly and effectively.
Critical Thinking and Problem-Solving. Disaster scenarios are often unpredictable, requiring quick decision-making and adaptability. Games that simulate these scenarios give children opportunities to think critically and solve problems in a safe environment. For instance, a flood preparedness game might ask students to decide whether to save belongings, evacuate immediately, or help a friend reach safety. By presenting such dilemmas in playful contexts, gamification helps children develop reasoning skills that are crucial for real-life disaster situations. These skills go beyond memorizing steps; they enable children to weigh options and choose the safest course of action under pressure.
Collaboration and Teamwork. Many gamified activities are designed for groups, requiring children to work together to achieve a common goal - such as assembling an emergency kit, building a safe shelter, or navigating an evacuation route. These games foster communication, cooperation, and a sense of shared responsibility. In a country like Nepal, where disasters often affect entire communities, learning to collaborate from a young age is essential. Team-based games not only prepare children for emergencies but also strengthen their social bonds and teach them that disaster resilience is a collective effort, not an individual set of tasks.
Empowerment and Confidence. Disasters are frightening, especially for children who often feel powerless in the face of sudden and uncontrollable events. Gamification changes this dynamic by turning preparedness into an empowering experience. When children complete a game or simulation, they gain confidence in their ability to respond effectively during a crisis. This sense of empowerment reduces fear and anxiety while instilling a belief that their actions can make a difference. In the context of Nepal, where many children have personally experienced earthquakes, floods, or landslides, gamification provides them with tools to cope psychologically, helping transform fear into readiness.
Conclusion
Disaster preparedness goes far beyond the simple transfer of knowledge - it is about equipping children with the skills, confidence, and resilience to act effectively in times of crisis. Schools, as the foundation of learning and safety, have the responsibility to prepare young minds not only to survive disasters but also to contribute positively to community resilience.
Integrating gamification into disaster education offers a unique and powerful solution. By transforming safety lessons into engaging games, simulations, and interactive challenges, children can internalize life-saving practices in ways that are memorable, enjoyable, and empowering. Gamification ensures that preparedness is no longer perceived as a fearful or compulsory subject, but as an opportunity for creativity, collaboration, and personal growth.
In the context of Nepal and other disaster-prone countries, the value of such approaches cannot be overstated. Children who learn through play are more likely to retain essential knowledge, support their peers, and carry preparedness messages back to their families and communities. In this sense, gamification does more than teach survival - it fosters a culture of safety that extends beyond the classroom walls.
Ultimately, gamification is not just an educational method; it is a transformative tool that bridges the gap between awareness and action. By making preparedness interactive and child-centered, we can raise a generation that is better prepared, emotionally stronger, and capable of facing disasters with resilience and hope.
About the Author:
Helika Poudel recently completed her undergraduate degree in Social Work. She is passionate about community engagement, raising awareness, and providing education on climate and disaster resilience. Helika believes this work is vital as climate change increases the frequency and impact of disasters. She is eager to keep learning and contribute to efforts that help build safer, more prepared communities.
Comments