Multimedia Educational Application for Risk Reduction

Multimedia Educational Application for Risk Reduction

Ana Iztúriz (Universidad Pedagógica Experimental Libertador, Venezuela), Yolanda Barrientos (Universidad Pedagógica Experimental Libertador, Venezuela), María A. González (Universidad Pedagógica Experimental Libertador, Venezuela), Larry Rivas (Universidad Pedagógica Experimental Libertador, Venezuela), Matilde V. de Bezada (Universidad Pedagógica Experimental Libertador, Venezuela) and Simón Ruíz (Universidad Pedagógica Experimental Libertador, Venezuela)
DOI: 10.4018/978-1-61520-987-3.ch003
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Abstract

The 21st century has brought changes and innovations in educational technology that should be incorporated in the curriculum at all educational levels. Therefore, it is necessary to apply modern technologies in learning processes. This work was based on basic cognitive learning theories and principles, and used software, such as Freehand, Adobe Photoshop, Jigsaw Puzzle Creator, Brainsbraker and Jigsaw Puzzle Lite, to create a multimedia version of the SALTARIESGOS board game. The game was applied and validated with students from elementary school of 2nd, 4th, 5th and 6th grades. The results we obtained can be considered satisfactory based on the student’s opinion, and the pedagogical strategy was as an effective tool for achieving our goals. The educational contribution of this interactive version of the game will promote and sensitize school community members at different urban and rural areas, in order to enhance the preventive culture in disaster risk reduction.
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Background

Instruccional games are used to develop cognitive processes, values, emotion control and group exclusion handling. Jensen (1999, 2000) indicated that educational activity improved attention, planning, memory, language, creative and divergent thought. Also, it allows societal integration and worldwide understanding (Szczureck, 1989, Amaya, 2005).

Recently, new educational developments involving ITC's has been reported in Argentina, such as: ¡Alerta Sismo! Prevención Sísmica en las Escuelas, ¡Alerta Sismo II! Plan de Emergencia Familiar, designed to increase the preventive culture towards the main dominant geologic threats (Malmold and Balmaceda, 2005 a; 2005 b; 2006); and the ABC Desastres (UN-ISRD, 2006). This last author points out that Colombia, Venezuela, Peru, Chile, Cuba, Nicaragua, El Salvador, and Costa Rica have had successful experiences in previous preparation for disasters. It is important to note that, in Mexico, the teaching on DRR is obligatory from the legal viewpoint, they have several study cases and instructional materials related to this study matter. It is also important to point out that not all these efforts develop the application of ITC’s as teaching and learning strategies.

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