IJIET 2026 Vol.16(7): 1967-1977
doi: 10.18178/ijiet.2026.16.7.2658
doi: 10.18178/ijiet.2026.16.7.2658
An Exploratory Analysis of Student Disaster Preparedness and Game Design Requirements for Adaptive Disaster Education
Setia Wardani 1,2, Lukito Edi Nugroho 1,*, and Paulus Insap Santosa 1
1. Department of Electrical Engineering and Information Technology, Faculty of Engineering, Universitas Gadjah Mada, Yogyakarta, Indonesia
2. Department of Information System, Faculty of Science and Technology, Universitas PGRI Yogyakarta, Yogyakarta, Indonesia
Email: setiawardani@mail.ugm.ac.id (S.W.); lukito@ugm.ac.id (L.E.N.); insap@ugm.ac.id (P.I.S.)
*Corresponding author
2. Department of Information System, Faculty of Science and Technology, Universitas PGRI Yogyakarta, Yogyakarta, Indonesia
Email: setiawardani@mail.ugm.ac.id (S.W.); lukito@ugm.ac.id (L.E.N.); insap@ugm.ac.id (P.I.S.)
*Corresponding author
Manuscript received December 24, 2025; revised February 8, 2026; accepted March 6, 2026; published July 24, 2026
Abstract—Disaster preparedness education requires learning approaches capable of accommodating heterogeneous levels of student readiness. Digital Game-Based Learning (DGBL) has been increasingly adopted to support disaster education; however, many existing implementations remain non-adaptive and rely on uniform instructional and game structures. A clearer understanding of students’ preparedness profiles and corresponding game design requirements is therefore essential to inform adaptive disaster education. This study presents an exploratory analysis of student disaster preparedness and game design requirements using survey data collected from 538 junior high school students. Structured questionnaires were used to measure multiple dimensions of disaster preparedness and instructional content, along with analytical considerations related to game characteristics. Descriptive statistics and exploratory data analysis were applied to examine variability in preparedness levels and associated instructional and design requirements across learners. The results reveal substantial heterogeneity in student disaster preparedness, indicating the presence of distinct readiness profiles associated with differing instructional content priorities and game design considerations. These findings highlight the limitations of one-size-fits-all DGBL approaches and emphasize the importance of aligning instructional content and game characteristics with learner readiness. This study contributes empirical evidence to educational technology research by providing learner profiling insights that can inform the future design of adaptive digital game-based learning for disaster preparedness education.
Keywords—disaster preparedness education, digital game-based learning, student preparedness profiling, adaptive learning design, educational games
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—disaster preparedness education, digital game-based learning, student preparedness profiling, adaptive learning design, educational games
Cite: Setia Wardani, Lukito Edi Nugroho, and Paulus Insap Santosa, "An Exploratory Analysis of Student Disaster Preparedness and Game Design Requirements for Adaptive Disaster Education," International Journal of Information and Education Technology, vol. 16, no. 7, pp. 1967-1977, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).