Advertisement

Availability of Disaster Preparedness Awareness Improvement for Supplying Knowledge Using Microblog and Comic Expression

  • Sojo EnokidaEmail author
  • Taku Fukushima
  • Takashi Yoshino
  • Tomoki Motozuka
  • Nobuyuki Egusa
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10397)

Abstract

The Great East Japan earthquake that occurred in March, 2011 caused large-scale damage in the Tohoku area. Japan has frequently been geographically and economically damaged by natural disasters, such as the 2014 Mount Ontake eruption, 2015 Kanto and Tohoku heavy rain, and 2016 Kumamoto earthquake. In general, disaster preparedness awareness (DPA) increases immediately following a disaster; however, this preparedness diminishes over time. Therefore, the continuation and improvement of disaster preparedness of people is essential. To address this critical issue, we have distributed a “disaster preparedness four-frame comic (DPFFC)” to provide knowledge pertaining to disaster preparedness by using comic expressions via online social network Twitter. The DPFFC aims to improve the DPA by helping users to acquire related knowledge in their daily lives via Twitter. In this study, we considered the possibility that the DPFFC may continue and improve DPA by combining Twitter, which is used in daily life, with a comic, which provides a significant learning effect, and our results confirmed this. In addition, we found that the DPFFC has the potential bridge the gap between DPA and action.

Keywords

Disaster preparedness awareness Disaster preparedness knowledge Comic expression Twitter Disaster information 

References

  1. 1.
    Katada, T., Kanai, M.: Implementation of tsunami disaster education for children and their parents at elementary school, Solutions to Coastal Disaster 2008, Tsunamis, pp. 39–48 (2008)Google Scholar
  2. 2.
    Acar, A., Muraki, Y.: Twitter for crisis communication: lessons learned from Japan’s tsunami disaster. Int. J. Web Based Communities 7(3), 392–402 (2011)CrossRefGoogle Scholar
  3. 3.
    sUpson, M., Hall, C.M.: Comic book guy in the classroom: the educational power and potential of graphic storytelling in library instruction. In: Kansas Library Association College and University Libraries Section Proceedings, vol. 3, No. 1, pp. 26–38 (2013)Google Scholar
  4. 4.
    Takeshi, S., Toriumi, F., Matsuo, Y.: Tweet trend analysis in an emergency situation. In: Proceedings of the Special Workshop on Internet and Disasters, pp. 3:1–3:8 (2011)Google Scholar
  5. 5.
    Miyabe, M., Miura, A., Aramaki, E.: Use trend analysis of twitter after the great east Japan earthquake. In: Proceedings of the ACM 2012 Conference on Computer Supported Cooperative Work Companion, pp. 175–178 (2012)Google Scholar
  6. 6.
    Potts, L., Seitzinger, J., Jone, D., Harrison, A.: Tweeting disaster: hashtag constructions and collisions. In: Proceedings of the 29th ACM International Conference on Design of Communication, pp. 235–240 (2011)Google Scholar
  7. 7.
    Hosler, J., Boomer, K.B.: Are comic books an effective way to engage nonmajors in learning and appreciating science? In: CBE-Life Sciences. Education, vol. 10, pp. 309–317 (2011)Google Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Sojo Enokida
    • 1
    Email author
  • Taku Fukushima
    • 2
  • Takashi Yoshino
    • 1
  • Tomoki Motozuka
    • 3
  • Nobuyuki Egusa
    • 1
  1. 1.Wakayama UniversityWakayamaJapan
  2. 2.Osaka Institute of TechnologyOsakaJapan
  3. 3.Disaster Reduction and Human Renovation InstitutionHyogoJapan

Personalised recommendations