Teaching Comprehensive Emergency Management and Hazard Vulnerability Analysis: A Comparison of Serious Game and Lecture Based Methods

Introduction: Comprehensive Emergency Management (CEM) and Hazard Vulnerability Analysis (HVA) are vital topics in disaster management, particularly for hospital emergency preparedness training. Traditionally, these topics are taught through lectures, which rely heavily on the instructor’s ability, potentially limiting effectiveness. This study introduces a serious game approach as an alternative method and compares its effectiveness with lectures in fostering engagement and knowledge gain. Methods: Participants, all hospital staff, were divided into two groups. The Lecture (L) group received a traditional lecture from an expert in hospital emergency management, while the Game (G) group engaged in a board game, “Hospital Hazard,” designed by the researchers to teach CEM and HVA concepts. Participants completed surveys before and after the sessions. The pre-survey assessed interest in learning CEM and HVA and willingness to engage in hospital CEM/HVA activities, using a 5-point Likert scale (1=very low, 5=very high). The post-survey reassessed these metrics and evaluated session enjoyment, willingness to recommend, perceived educational effectiveness, and knowledge gain, also on a 5-point scale (1=very poor, 5=very good). Results: The L group included 60 participants, and the G group had 109. Both groups showed significant improvement in interest and willingness after the sessions (Interest: L 3.65 → 4.08, G 3.76 → 4.30; p<0.05; Willingness: L 3.67 → 4.07, G 3.83 → 4.30; p<0.05). The G group rated the game significantly higher in terms of enjoyment, willingness to recommend, and effectiveness as a learning tool (G:L = 4.73:4.33, 4.67:4.33, 4.68:4.47, respectively; all p<0.05), with no significant difference in knowledge gain between groups (G:L = 4.46:4.40; p=0.53). Conclusion: The serious game approach matched expert lectures in boosting interest, willingness, and knowledge gain among hospital staff. It outperformed lectures in enjoyment, recommendation willingness, and perceived effectiveness as a learning tool. Thoughtfully designed serious games are promising tools for teaching CEM and HVA in hospital settings.