Astrid Janssen, & Hanneke Vreugdenhil. (2015). Objective oriented exercise evaluation with TARCK-it. In L. Palen, M. Buscher, T. Comes, & A. Hughes (Eds.), ISCRAM 2015 Conference Proceedings ? 12th International Conference on Information Systems for Crisis Response and Management. Kristiansand, Norway: University of Agder (UiA).
Abstract: Do we fully utilize the results of disaster management exercises? Do we miss valuable feedback? Many different types of disaster management exercises, command post exercises, tabletop exercises, or serious games have a specific purpose. Generally each exercise is designed to meet its own particular exercise goals. Evaluation of the exercises is achieved in many different ways. Not always guidelines for exercise evaluation are present. Generally the exercise participants? performance is assessed by experienced staff members. The main purpose of the evaluation is to see whether the exercise goals are met. In this publication the authors suggest that a valuable source of information about the participants? performance in exercises remains often undiscovered. A new level of information can be unlocked by evaluating the exercise using a structured, analytical method. The method TARCK-it directly compares measured participant or team performance with the exercise goals.
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T. Benjamins, & Leon J.M. Rothkrantz. (2007). Interactive simulation in crisis management. In K. Nieuwenhuis P. B. B. Van de Walle (Ed.), Intelligent Human Computer Systems for Crisis Response and Management, ISCRAM 2007 Academic Proceedings Papers (pp. 571–580). Delft: Information Systems for Crisis Response and Management, ISCRAM.
Abstract: Experiments in crisis management are expensive and difficult to realize. There is also a lack of training facilities in real crisis environments. Serious games and simulation can provide an alternative. We developed a system which enables interactive simulation for crisis management. It is called IMACSIM (Interactive Multi Agent Crisis Simulator Interpreter and Monitor). It is composed of the following components: First a software based platform for dynamic simulating of disasters. Next an event generator which can generate different crises situations. We designed a communication infrastructure that allows agents participants in the simulation to exchange messages. Every agent is able to observe the results of crisis events, process these events and initiate appropriate actions via a waypoint system. The decision making process is distributed among autonomous agents. Some actions may have an impact on the event generator, so there is an interaction between agents and event generator. We developed a first prototype. The design and test results will be described in this paper.
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Simone De Kleermaeker, Annette Zijderveld, & Bart Thonus. (2011). Training for crisis response with serious games based on early warning systems. In E. Portela L. S. M.A. Santos (Ed.), 8th International Conference on Information Systems for Crisis Response and Management: From Early-Warning Systems to Preparedness and Training, ISCRAM 2011. Lisbon: Information Systems for Crisis Response and Management, ISCRAM.
Abstract: This paper discusses serious games developed as part of a training program developed for a Dutch crisis response group, which acts during a (potential) flooding crisis. Training in general contributes to a wide range of learning objectives and can address different target audiences. For each combination of learning objective and target audience, the proper form of education has to be selected, ranging from self-tuition to large scale multi-party training and exercises. Serious games can be a useful and educational addition to the set of existing training tools. For operational crisis response groups a high match with real-time warning systems is essential. Our approach shows how to integrate both serious games and early warning systems for effective training and exercises. We end with our lessons learned in designing serious games based on early warning systems, in the context of a training program for a crisis response group.
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Alison J. Hayes, Jessica Lancaster, Zeno Franco, & Anne Kissack. (2012). Disaster medical education & simulated crisis events: A translational approach. In Z.Franco J. R. L. Rothkrantz (Ed.), ISCRAM 2012 Conference Proceedings – 9th International Conference on Information Systems for Crisis Response and Management. Vancouver, BC: Simon Fraser University.
Abstract: This review addresses current educational and research efforts in disaster medical education (DME) in the United States. Since the events of 9/11, DME has received greater attention. However substantial problems remain in terms of ensuring that large numbers of medical students and residents are exposed to high quality DME – not only Emergency Medicine residents. Barriers to widespread adoption of DME include lack of performance metrics, disagreement task areas, and lack of emphasis on physician leadership. Further, such efforts must ensure retention of key information over periods that are disaster free; utilize objective training metrics that will allow for an evidence base to form; and develop low cost, scalable training approaches that offer greater fidelity to the disaster environment than classroom based instruction. To improve the state of the art, we argue that DME research must move toward a translational science model that integrates important advances in basic information science into application that improve the clinical performance of frontline medical staff who are called on to respond to individual and community needs in the aftermath of disaster. Mid-fidelity, team-in-the-loop simulations developed for disaster manager training may provide an avenue toward improved DME by exposing medical students to scenarios that fundamentally challenge their assumptions in real-time game play. This can be accomplished with lower costs and greater scalability than live exercise or mock-up training approaches. © 2012 ISCRAM.
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Marc van den Homberg, Lydia Cumiskey, Esther Oprins, Pablo Suarez, & Anja van der Hulst. (2015). Are you Ready! to take early action? Embedding serious gaming into community managed DRR in Bangladesh. In L. Palen, M. Buscher, T. Comes, & A. Hughes (Eds.), ISCRAM 2015 Conference Proceedings ? 12th International Conference on Information Systems for Crisis Response and Management. Kristiansand, Norway: University of Agder (UiA).
Abstract: This paper applies a Game-based Learning Evaluation Model (GEM) to assess whether the early warning ? early action serious game ?Ready!? is an effective component to add to existing Disaster Risk Reduction (DRR) training curricula, facilitated by NGO staff and applied at the community level. We developed a paper-based survey with 17 five-level Likert items and 15 open questions addressing the different GEM indicators to question 16 NGO staff, and used a simplified set of five questions with emoticons for 58 community people. The results showed that the staff saw great potential in embedding Ready! in DRR processes and that the community highly appreciated the game. The GEM was found to be a useful methodology to evaluate the effectiveness of this serious game. However, in the context of a lower educated and partly illiterate community, the importance of designing an individual, largely visual assessment instrument instead of a paper-based survey was acknowledged.
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Simone De Kleermaeker, & Loana Arentz. (2012). Serious gaming intraining for crisis response. In Z.Franco J. R. L. Rothkrantz (Ed.), ISCRAM 2012 Conference Proceedings – 9th International Conference on Information Systems for Crisis Response and Management. Vancouver, BC: Simon Fraser University.
Abstract: In this practitioner report, we present the experiences with the use of the serious game Water Coach in a national training for crisis response professionals in the Netherlands. This paper describes the set-up of the training and its learning objectives. We explain the usability of the Water Coach in such a training and the extended functionalities that were required. Finally, the evaluation of the training, in which we focus on the added value of a serious game in the training for crisis response, is presented. © 2012 ISCRAM.
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Anja Van Der Hulst, Rudy Boonekamp, & Marc Van Den Homberg. (2014). Field-testing a comprehensive approach simulation model. In and P.C. Shih. L. Plotnick M. S. P. S.R. Hiltz (Ed.), ISCRAM 2014 Conference Proceedings – 11th International Conference on Information Systems for Crisis Response and Management (pp. 575–584). University Park, PA: The Pennsylvania State University.
Abstract: This paper describes the field tests of a simulation based game aiming at raising awareness and creating a deeper understanding of the dynamics of the comprehensive approach (CA). The setting of this game is that of a failed state where an UN intervention takes place after massive conflict that requires a CA to stabilize the situation. That is, the civil and military actors need to collaborate effectively, taking into account their respective strengths, mandates and roles. Underlying the game is the Go4it CA simulation Model (GCAM2.0). GCAM2.0 was extensively field-tested in eight sessions with about 16 persons each, aiming at assessment of the perceived realism and learning effects. It was found to provide a sufficiently authentic experience to obtain awareness of the CA in novices. With regard to improving the deeper understanding of the dynamics and complexity of the CA, in a cooperation-oriented setting only deeper learning can be reached.
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