Bridging Technology and Disaster Education: Teachers’ Needs Analysis for AR- and GIS-Based Learning Media in Hydrometeorological Disaster Mitigation

DOI

10.2991/978-2-38476-499-0_16How to use a DOI?

Keywords

Teacher Needs Analysis; Augmented Reality; GIS; Digital Textbook; Hydrometeorological Disaster Mitigation; Qualitative Methods

Abstract

As digital technology and information ecosystems advance, students’ demand for innovative learning media grows—particularly for hydrometeorological disaster mitigation. Abstract and dynamic concepts in this topic become far more tractable when rendered in 3D through Augmented Reality (AR). In parallel, Geographic Information Systems (GIS) and mapping—coupled with up‑to‑date hydrometeorological data—deepen students’ understanding of why mitigation efforts matter. This study explores geography teachers’ needs and perceptions regarding AR‑ and GIS‑Based Learning Media for hydrometeorological disaster mitigation. We conducted a descriptive survey using an open‑ended questionnaire distributed via Google Forms. The instrument comprised ten content‑validated prompts. Fifteen junior and senior high school teachers in Indonesia participated and were selected through purposive sampling with inclusion criteria of (i) having four years of teaching experience and (ii) completion of teacher certification or the Indonesian Professional Teacher Program (PPG). Data analysis followed three core stages of qualitative inquiry: data reduction, data display, and conclusion verification. Thematic analysis indicates that geography teachers still rely on conventional media—textbooks, analog maps, instructional videos, and official infographics—that fall short in providing interactive simulations or current risk maps. Teachers, therefore, expect an AR–GIS digital module that offers 3D hydrometeorological simulations, periodically updated risk maps, scaffolded spatial‑data analysis exercises, and practical guidance aligned with the national curriculum. Although most teachers express enthusiasm and readiness to adopt these technologies, they acknowledge primary barriers in technical competence, infrastructure, and school‑level policy support. Beyond these obstacles, we identify substantial pedagogical opportunities: more interactive, contextual, and data‑driven learning, alongside technological affordances for streamlined simulation and drill/response practice. Anticipated benefits include greater student engagement and motivation, deeper conceptual understanding, and tighter connections to local contexts. However, realizing these benefits will require coordinated strategies among schools, government, and media developers to overcome technical constraints, time limitations, and policy hurdles and ensure effective and sustainable implementation.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Mona Adria Wirda
AU  - Nurmala Berutu
AU  - Nina Novira
AU  - Riki Rahmad
PY  - 2025
DA  - 2025/12/12
TI  - Bridging Technology and Disaster Education: Teachers’ Needs Analysis for AR- and GIS-Based Learning Media in Hydrometeorological Disaster Mitigation
BT  - Proceedings of the International Conference on Social Sciences and Interdisciplinary Studies (ICSSIS 2025)
PB  - Atlantis Press
SP  - 195
EP  - 210
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-499-0_16
DO  - 10.2991/978-2-38476-499-0_16
ID  - Wirda2025
ER  -