In regional disaster prevention, it has been pointed out that regional mitigation lacking of resident’s independence was decided and implemented. In order to develop the independence, in risk mitigation decision process, it is important that residents understand regional disaster risks and recognize risk mitigation as individual roles, In addition, it is necessary to conduct disaster prevention learning that can promote recognition of individual roles in school education because of promoting the participate of younger generation. In this study, evacuation cooperative gaming simulation for the purpose of independence-development in regional disaster prevention was designed, and conducted for university students. As the survey method, A questionnaire survey was conducted before and after GS. As the results, many participants recognized “regional exchange” as. individual roles, and recognition of individual roles and community based disaster preparedness was promoted by GS. Therefore, this study has shown the effectiveness and the possibility of GS as a disaster prevention learning method aiming at the independence-development in regional disaster prevention in risk mitigation decision process.
Although many studies have reported about game-based learning in university education, unlike digital games, learning through creating an original analog game has received little attention. Creating a game is a good way to understand the dynamism between human psychology and behavior, as students need to observe a social phenomenon and simplify and reproduce (and refine) it as a game. Therefore, this research introduces a class in an art university aimed at enhancing students’ understanding of target phenomena through creating analog games. The class is a seminar-style liberal arts course. In 2018, 80 students registered for the course, and finally 44 games were submitted as an assignment. Some of these games may have had some deficiencies, but all games were playable. This means that students could somewhat successfully observe and reproduce a phenomenon; thus, this teaching methodology should be employed in university education.
Creating requirements specifications is essential in product development projects. It is important to detect defects of requirements specifications by reviewing them in a phase of requirements analysis because it can lead big cost to fix the defects if they are found in post-process. Reviewing of requirements specifications is a form of manual simulation and reviewers should consider various boundary conditions to simulate the behavior of products and to detect defects. Considering boundary conditions that are not written in requirements specifications is difficult with conventional review techniques such as Checklist-based reviewing and Scenario-based reviewing. To solve this problem, a review technique based on adverse conditions analysis (ACA) was proposed. ACA incorporates modeling of boundary conditions. According to previous research, ACA is effective to review requirements specifications. However, discussion about the difference between ACA and conventional review techniques was insufficient. Verification of the effectiveness of it was also not enough. Therefore, we clarified its characteristics and confirmed effectiveness through experiment based on a crossover trial that test engineers conduct reviewing of requirements specifications using ACA and the conventional review technique. It was confirmed that many important defects can be detected by reviewing requirements specifications using ACA and that it was cost-effective. We also discussed the application of gaming to ACA.