Running Tommy©: Developing a Digital Adventure Game Based on Situated Learning to Promote Learners´ Concepts of Earthquake Escape

The education of natural disaster response preparedness is getting more and more attention internationally. Nowadays, the relevant researches and development of the instructional games with the instructional theme based on a natural disaster situation are still limited. Therefore, this paper combines a design of situated learning strategy and develops an adventure game with a simulated situation of earthquake disaster-Running Tommy©. Through the empirical evaluation, the researchers try to understand learners´ perceived usefulness and perceived ease of use toward this game. Also, this paper preliminarily explores learners´ attitudes toward each game element in game and the gender differences in their attitudes. Finally, this paper also discusses the potential and limitations of this game.