FACULTY OF SCIENCE AND RECREATION

COURSE:
SMG602 – RECREATION RESOURCE MANAGEMENT

INDIVIDUAL ASSIGNMENT:
CASE STUDY 2

PREPARED BY:
NUR ILIYA IRDANI BINTI AZIZAN
2023399697

BACHELOR OF SPORT MANAGEMENT (HONS.)

SR241

PREPARED FOR:
DR. ELLAIL AIN BINTI MOHD AZNAN
 TABLE OF CONTENT

CONTENT PAGE

1.0 CASE BACKGROUND 1

2.0 KEY ANALYSIS 2

3.0 RECOMMENDATION 3

4.0 CONCLUSION 4

5.0 REFERENCES 5
1.0 CASE BACKGROUND
The title of this article is Flood preparedness module for Malaysian Higher Education students
via Metaverse Environment. This article is written by N F Sa don1, H S Sa don2, R A Alias 3,
H Nakanishi. They are coming from 1English Language Teaching Centre Ministry of
Education Malaysia, 2Politeknik Premier Sultan Salahuddin Abdul Aziz Shah, 3Universiti
Teknologi Malaysia and 4Saga University. The study aims to fulfil a flood preparedness
module among Malaysian higher education students via Metaverse environment. This case
study was investigating about the frequency and intensity of floods in Malaysia have increased
recently, causing serious problems for the country's infrastructure, livelihoods, and people. A
rising number of people are realizing that proactive steps are needed to improve flood
preparedness and resilience nationwide in response to this urgent challenge. In this regard,
universities in Malaysia have become important centers for promoting the attitudes, abilities,
and information required for efficient disaster management. Using the cutting-edge Metaverse
Environment platform, a ground-breaking Flood Preparedness Module has been created
especially for Malaysian higher education students in order to meet this demand. This
programmer exemplifies a progressive approach to teaching by using virtual reality's immersive
qualities to replicate actual flood situations and provide students with the useful skills and
mindset needed to navigate and respond to such disasters effectively. This introduction sets the
stage for exploring the significance and impact of integrating Metaverse technology into flood
preparedness education for Malaysian higher education students.

1
2.0 KEY ANALYSIS

There have several key analyses of this case study which is

Problem:

1. Engagement and Motivation

It can be difficult to keep students engaged and motivated, especially if the material
does not engage well in an online setting or is not very interactive. Some might
disengage, thus becoming passive learners.
2. Resource Allocation
Developing and implementing a flood preparedness module via a Metaverse
environment requires significant resources, including time, funding, and expertise in
educational technology. Institutions may face constraints in terms of resource
availability, which could impact the quality and effectiveness of the module.
3. Assessment Validity
Evaluating what students learn and understand in Metaverse is a challenge. That is,
unless we adapt our traditional assessment methods or develop new ones that can
effectively assess what students have.

Solution:

1. Embed social interaction and collaboration in the Metaverse, including group talks,
team-based projects, virtual meet-ups etc. When students learn together as a unit, they
become motivated to join and study with their fellow classmate.
2. Forge partnerships with technology companies, educational institutions, and
government agencies to access resources and expertise in developing and implementing
the Metaverse environment. Also, seek out grant opportunities from funding bodies
interested in supporting innovative approaches to disaster preparedness education.
3. Design assessments that mirror real-world scenarios and tasks related to flood
preparedness. Use authentic assessments, such as case studies, simulations, and project-
based assignments, to evaluate students' understanding and application of flood
preparedness concepts in practical contexts.

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3.0 RECOMMENDATION
Following the needs assessment, the case study can transition to the development of a flood
preparedness module via a Metaverse environment. Drawing upon the findings from the need’s
assessment, the module should be designed to address the specific needs and preferences of
Malaysian higher education students. It should feature interactive and immersive elements,
such as virtual simulations of flood scenarios, gamified activities, and collaborative learning
experiences. Additionally, the module should be culturally sensitive and relevant,
incorporating local case studies, examples, and language to resonate with Malaysian students.
Throughout the development process, stakeholders should be actively engaged to provide
feedback and input, ensuring that the module meets the needs of its intended participants.
Furthermore, considerations should be made for accessibility, technological readiness, and
privacy and security protocols to ensure equitable access and a safe learning environment for
all participants. By employing a participatory approach and leveraging the capabilities of a
Metaverse environment, the proposed flood preparedness module has the potential to enhance
the preparedness and resilience of Malaysian higher education students in the face of flood
hazards.

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4.0 CONCLUSION
In conclusion, the case background and analysis of data pertaining to the development of a
flood preparedness module for Malaysian Higher Education students via a Metaverse
environment underscore the significance of addressing the multifaceted challenges posed by
flood hazards in Malaysia. Through comprehensive needs assessments and stakeholder
engagements, it has become evident that there is a pressing need to enhance flood awareness,
knowledge, and preparedness among Malaysian higher education students. The data analysis
highlights several key insights, including the importance of cultural relevance, technological
accessibility, and engagement strategies in designing an effective flood preparedness module.
Malaysian students require a module that not only provides them with the necessary
information and skills to respond to flood emergencies but also resonates with their cultural
context and addresses their diverse learning needs. By addressing the challenges identified
through the case background and data analysis and leveraging the innovative potential of a
Metaverse environment, the proposed flood preparedness module has the potential to
significantly enhance the resilience of Malaysian higher education students in the face of flood
hazards.

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5.0 REFERENCES
1. Don, N. F. S., Don, H. S. S., Alias, R. A., & Nakanishi, H. (2023). Flood preparedness
module for Malaysian Higher Education students via Metaverse Environment. IOP
Conference Series. Earth and Environmental Science, 1144(1), 012011.
https://doi.org/10.1088/1755-1315/1144/1/012011

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IOP Conference Series: Earth and
Environmental Science

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7th Malaysia-Japan Joint International Conference 2022 IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1144 (2023) 012011 doi:10.1088/1755-1315/1144/1/012011

Flood preparedness module for Malaysian Higher Education

students via Metaverse Environment

N F Sa don1 , H S Sa don2 , R A Alias 3 , H Nakanishi4

1
English Language Teaching Centre, Ministry of Education Malaysia
2
Politeknik Premier Sultan Salahuddin Abdul Aziz Shah
3
Universiti Teknologi Malaysia
4
Saga University

E-mail: fadzleen.sadon@eltc.edu.my

Abstract. In Malaysia, the severity of natural disasters such as floods, landslides, and earthquakes
have increased in recent years, making disaster preparedness a crucial aspect of students’ lives. In the
context of flood preparedness, accessibility to materials on flood is still in deficit and a future-ready
learning approach is required. This is parallel to Sustainable Development Goals Goal 4 in promoting
lifelong learning opportunities for all. The objective of this research is twofold: to study flood
preparedness among Malaysian higher education students and to propose a flood preparedness module
for Malaysian higher education students via Metaverse environment. The module is developed using
Spatial.io, an immersive shared AR platform. For this research, the module addresses flood which is
presented via a 3-D virtual learning space. This beta version will opt for multiple-stage sampling
method via a focus group comprising 10 PPSSAAS students. Then, UX Testing, and post -test are
conducted to gauge the module usability and latent potentials. Based on the research, the use of
metaverse for the flood preparedness module shows significant impact amongst the respondents. The
finding from this research is hoped to enhance students’ knowledge and awareness of flood
preparedness so students can care for themselves and be of help to others during an emergency.

1. Introduction

Malaysia experiences myriad natural disasters where of all the natural disasters in Malaysia, flood is
considered as the most frequent and damaging hydro-meteorological hazard. Floods often occur in
Malaysia due to the increase in the frequency of rainfall, sea elevation, torrential monsoonal downpour,
and uncontrolled development. Flood affects the livelihood of the society, causing extensive damage to
physical infrastructure, socio-economic stability as well as psychological and emotional stability. The
risk of flooding is increased because of increased development, which reduces land’s water storing
capabilities. In Malaysia, 98.7% of annual average loss is contributed by flood [1]. the average loss from
natural disasters, particularly from floods, can vary widely depending on several factors such as
infrastructure, urbanization, and land use practices. Based on the Special Report on Impact of Floods in
Malaysia 2021 by the Department of Statistics Malaysia, RM6.1 billion of overall losses were recorded
due to the floods that hit the nation in the late 2021 and early 2022 [2]. This encompasses property and
crop damage, number of casualties, disease epidemics and other intangible losses. Preparedness is part
of systematic incorporation of disaster risk management. Hence, disaster preparedness is crucial in
mitigating the severe impacts of flood hazard. In the Malaysian context, flood preparedness is
government-centred [3] and the biggest challenge for flood management in Malaysia is its heavy reliance

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7th Malaysia-Japan Joint International Conference 2022 IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1144 (2023) 012011 doi:10.1088/1755-1315/1144/1/012011

on reactiveness than preparedness. Reactiveness refers to rehabilitation and reconstruction while

preparedness refers to prediction and information pertaining to flood. Identifying sustainable strategy in
enhancing disaster preparedness is vital where mobilising society in disaster preparedness can lessen the
cost required for rehabilitation and reconstruction. Demographically, students who live in flood-prone
areas are categorised as vulnerable population due to socio-economic characteristics such as age factor,
lack of financial stability and experience deficit. [4] Albeit the vulnerability perspectives on students,
studies have shown that higher education students have wider adroitness and accessibility to technology
and possess higher mental and change agility in facing unprecedented situations such as natural hazard
vulnerabilities [5,6].

The objective of this research is two-fold: to study flood preparedness among Malaysian higher
education students and to propose a flood preparedness module among Malaysian higher education
students via Metaverse environment. Hence, this inter-disciplinary study aims to identify how providing
flood preparedness using a state-of-the-art online learning approach can enhance the higher education
students’ preparedness in facing the hazards of flood.

Flash floods, monsoon floods, and floods brought on by high tides are the types of floods that Malaysia
is most frequently plagued by, and they all result in major and expensive damages. [7]. After the nation
experienced its worst monsoon flood, which struck multiple states in December 2014 and affected
541,896 people with projected damages of RM2. 6 billion, the National Disaster Management Agency
(NADMA) was established in 2015 as the nexus of disaster management agency in Malaysia. It
synthesizes disaster risk management with other agencies such as MET Malaysia, the Department of
Irrigation and Drainage (JPS) and the Public Works Department in weather forecasting, monitoring of
river and dam water levels and liaise assets and logistics preparedness and rehabilitation. The magnitude
of floods which hit the country at the end of 2021 and the beginning of 2022 have caused detrimental
destruction. Figure 1 illustrates the assessment of total loss due to floods by state and Selangor
experiences the highest total loss of RM3.1 billion due to floods [2]. Shah Alam is one of the cities in
Selangor which experienced perennial flood that causes where over 70,000 displaced and 14 fatalities
[8] .

Figure 1. Assessment of total loss due to floods by state in 2021 [2]

Myriad studies have been conducted to determine factors that affect disaster preparedness initiatives.
One of the main factors affecting disaster preparedness is hazard knowledge [9,10]. The more
knowledge an individual has on disaster risk management will elevate the confidence level and lessen
the vulnerabilities faced during pervasive flood hazard. Personal elements (attitude, risk perception, and
intention to prepare) is proven to be major determinants to disaster preparedness. Identifying these
factors, NADMA has organised Community Based Disaster Management programme (CBDM) which

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7th Malaysia-Japan Joint International Conference 2022 IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1144 (2023) 012011 doi:10.1088/1755-1315/1144/1/012011

provides workshops and forums on disaster preparedness [11]. In the context of students living to
locations that are prone to flooding, possessing adequate hazard knowledge can impact individual's
readiness behaviour [12]. Hence, this exalts individual's perceptions of flood risk management as it is
vital for students to be alert of flood, especially if they are living in a flood-prone areas.

In the context of flood preparedness, serious games have been implemented in to increase hazard
knowledge and disaster preparedness[13,14]. These days, serious games are highly considered to deploy
engaging method of tackling societal issues in the realms of entertainment, psychology, computer
science, engineering, and education. The term ‘Metaverse’ is a portmanteau that combines the words
‘meta’ and ‘universe’ and it is helmed as a new paradigm in immersive interaction by synthesizing
Virtual Reality, Augmented Reality and Mixed Reality [15] Metaverse environment can be optimised
for serious games for the purpose of training and educating students on flood preparedness. The
dissemination of information on complex issues in serious games can heighten intrinsic awareness on
the risks associated with flood [16]. Majority of serious games end-users are adults who are studying in
higher educational institutions. Research conducted on the usage of metaverse in learning identified
how metaverse enhances the sense of presence and immersion is recognised as a crucial element in the
improvement of learning rates [17].

2. Method
Multi-stage sampling method was chosen is carrying out this research. Figure 2 illustrates the design
and implementation steps of immersive virtual learning that can be carried out for learning tasks. There
are 3 main phases consisting of pre-design, design and evaluation where the outcome and experience
are assessed to determine the impact of the lesson.

Figure 2. Flow chart for the design and implementation of immersive virtual learning for learning task

The first stage is secondary data collection where flood-prone areas in Central Peninsular Malaysia is
retrieved from the Special Report on Impact of Floods in Malaysia by the Department of Statistics
Malaysia and the NADMA. From the secondary data review, Selangor is the most affected state due to
perennial flood and Shah Alam has been identified as one of the most flood-prone area (refer to Figure
1). This leads to the second stage in identifying the respondents who lives and study in a higher
educational institution in Shah Alam. For this research, Politeknik Premier Sultan Salahuddin Abdul
Aziz Shah (PPSSAAS) is chosen. Next, a focus group consisting of 10 first year students from
PPSSAAS are selected to conduct the data collection. The number of respondents is ideal for
homogeneous sampling. The fourth stage is when the respondents were interviewed on their living
quarter location, experience with flood before being asked 3 questions : background knowledge on flood
preparedness, exposure to materials on flood preparedness and their readiness in caring for themselves
and other during flood.

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7th Malaysia-Japan Joint International Conference 2022 IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1144 (2023) 012011 doi:10.1088/1755-1315/1144/1/012011

The next stage is when the respondents access the Flood Preparedness Module via Flood Preparedness
Gallery (https://tinyurl.com/floodpgallery) which was developed and hosted on Spatial.io a metaverse
platform which provides virtual space for socialising, educating and networking (Refer to Figure 3).
Perusing the flowchart for design and implementation in Figure 2, the activities were designed based on
the intended learning objective which is to prepare a flood preparedness module in the context of
Malaysia disaster management, infographics and information pertaining to crucial hazard knowledge on
flood management machineries in Malaysia. The space consisted of interactive videos, AR and VR
based learning activities such as an interactive quiz, escape games and real-time access to flood
management websites in Malaysia such as NADMA and infoBanjir. The activities are accessible via QR
Code. Figure 4 depicts the immersive escape game which was developed based on flood preparedness
in Malaysia.

Figure 3. Students experiencing metaverse learning via Spatial.io

Figure 4. Screenshots of Flood Preparedness Escape Game

For the evaluation phase, it discusses the procedures and methods of evaluating the design of flood
preparedness module that is carried out against the respondents. This evaluation aims to measure the
level of usability of the developed application interface design and further evaluate whether the
implemented design reaches the level of user needs. This evaluation is done by using the User
Experience Testing (UX Testing) method through Guessability, Think Aloud and Observation method
where respondents need to answer the questions asked by the researcher after using the flood
preparedness module.

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7th Malaysia-Japan Joint International Conference 2022 IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1144 (2023) 012011 doi:10.1088/1755-1315/1144/1/012011

Additionally, the focus is on improving the engagement and interface design based on employing
various viewpoints to improve the programme usability and learning capacity. UX testing is done on the
application's interface design to get direct user input through user questionnaires and observation of
users while they’re using the applications. Based on a tool called UX Honeycomb, this tool illustrates
different elements of user experience design using 7 aspects consist of Functionality, Usability, Desire,
Retrievability, Accessibility, Reliability and Value [18].

The triangulation method, also known as a mixed method, which integrates different research techniques
to explore a subject, is then used to evaluate the flood preparedness apps. The triangulation method has
combined three techniques: guessability, think aloud, and observation. The user experience with the
current interface was assessed in terms of navigation, input, colour, menu layout/instructions/icon, and
text display (size, colour and text type) using the guessability's evaluation technique [19]. The think
aloud technique, in contrast, uses verbal thinking as data. Participants are asked to speak while
completing the tasks given, and each of these processes was observed and recorded. For this
application's user experience testing, an observation session seeks to gather data by closely examining
how users interact with the product. This is done to assess the quantitative metrics including the
application's effectiveness, efficiency, and general satisfaction (ISO 9241-11). Users are compelled to
respond to a survey about additional subjective factors with application, like ease of use and level of
happiness.

The following phases are included in a user experience testing session that uses triangulation techniques
such as guessability, think aloud, and observation:

1. A facilitator chooses two participators for each session to browse the flood preparedness module
(Total 5 session).
2. Each evaluation, the usability idea, and the task situations that must be resolved are briefly
explained to the participants. Researchers created the task scenario to make sure that each
feature, function, and input design could be assessed.
3. The facilitator will pose a straightforward query to uncover the participants' thoughts so that the
observer can hear them.
4. Any problems, defects, or elements of the application, regardless of design or function, may be
discussed by participants.
5. The researcher writes down any remarks or suggestions in addition to recording the participants'
responses.

After the UX Testing, the respondents were interviewed again and posed the same three questions that
were asked in the first stage. The researcher recorded the respondents’ answers to identify the impact of
flood preparedness module.

3. Result and Discussion

The management of flood preparedness module is created based on a serious game method to tackle
problems that arose in an interactive manner. Learning-based games or serious gaming tactics have an
impact on learning in two ways: first, by directly altering the cognitive process, and second, by subtly
increasing motivation [20].

The result from the interview were conducted with ten respondents where they are first year students
who are currently living and studying in Shah Alam. 60% of the respondents are staying in flood-prone
neighbourhood and only one respondent (10%) has experienced flood hazard. The respondents were
asked the same 3 questions before and after accessing the Flood Preparedness Gallery. They were asked

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7th Malaysia-Japan Joint International Conference 2022 IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1144 (2023) 012011 doi:10.1088/1755-1315/1144/1/012011

to state a number between 1 to 5 where 1 represents strongly disagree and 5 indicates strongly agree.
Figure 5 shows the result of the respondents’ answers prior to UX Testing while Figure 6 after the test.

I am confident in flood preparedness if I experience it

I know all the hotline numbers on flood preparedness

I learn about flood via interactive lessons

I know a lot about flood preparedness

0 1 2 3 4 5 6 7

5 4 3 2 1

Figure 5. Pre-UX Testing of users’ perception on flood preparedness in Malaysia

I am confident in flood preparedness if I experience it

I know all the hotline numbers on flood preparedness

I learn about flood via interactive lessons

I know a lot about flood preparedness

0 1 2 3 4 5 6

5 4 3 2 1

Figure 6. Post-UX Testing of users’ perception on flood preparedness in Malaysia

The researcher has recorded and analysed the test findings of user experience using three distinct
approaches, including guessability, think aloud, and observation. The data from the respondents was
analysed using the flood preparedness application to see whether the responder and the application
interface were a good fit. The findings of the user experience testing are displayed in Table 1. The
following features and functions need to be enhanced to improve the user experience based on the tasks
that users completed:

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7th Malaysia-Japan Joint International Conference 2022 IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1144 (2023) 012011 doi:10.1088/1755-1315/1144/1/012011

Table 1. Test Results of UX Flood Preparedness Module

Feature/ Function Test Results
Page Layout • The gallery display is neat, organised and have easy
accessibility due to the space of the gallery area which is
suitable for the information provided. The infographic posters
can be read clearly.
• The choice of visuals and infographics are catchy and
appropriate to depict the main topic on flood.

Navigation • Lack of step-by-step instruction to navigate the module in the

virtual gallery.
• End-users needs to use secondary device such as their
handphones to access the QR codes which lead to the quiz and
escape game.

Multiple-choice quiz • An interesting quiz with gamification features.

(Quizizz) • The questions are clearly structured and understood.
• The quiz design is interactive, and the choice of graphics are
appropriate and scintillating.

Escape Game • Engaging activity that promotes intrinsic motivation.

(Genially) • End-users were a ble to a chieve the mission-ba sed a ctivity with
clear instructions.
• Fun and interactive design.

3.1. Page Layout

To overcome these feedbacks on page layout, more infographics and posters pertaining to flood
preparedness and mitigation in Malaysia will be added. Apart from that, the activities will be placed at
the end of the infographics and interactive posters to enable learners have ample time to comprehend
the information prior to any form of assessment.

3.2. Navigation

In easing the navigation at the Flood Preparedness Gallery, a step-by-step instruction will be added as a
guideline for the end-users to navigate the gallery more effectively. Another way to enhance the ease
of navigation is by using hyperlinks instead of perusing secondary devices such as handphone or tablet.

4. Conclusion

Based on the feedback given by the participants, the flood preparedness module fulfils the goal of
providing information to participants regarding preparation for flood disasters and the necessary
information related to agencies that manage natural disasters. The application developed via Spatial.io,
a metaverse-based platform provides a nascent, immersive experience for the participants. This is
successfully carried by browsing through galleries filled with immersive hazard knowledge related to
flood disaster preparedness. The use of Metaverse escalated students’ interests and knowledge where
80% of the participants could answer the questions easily after the gallery walk-through. The integration
of serious gaming through the escape game piqued the students’ motivation and persevered to complete
the given mission and overall, the participants were very excited when using this flood preparedness
module. The level of flood preparedness is determined by the students’ intrinsic motivation to immerse
in the flood disaster module. More research is needed to determine more activities and Metaverse
features in optimising Malaysian higher education awareness in flood preparedness.

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7th Malaysia-Japan Joint International Conference 2022 IOP Publishing
IOP Conf. Series: Earth and Environmental Science 1144 (2023) 012011 doi:10.1088/1755-1315/1144/1/012011

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