About Research

Moving disaster and safety education from knowledge to action

This portfolio examines learning environments that help people turn safety information into context-sensitive decisions amid natural and human-induced disasters, social instability, and rapid technological change.

Goal-Based Scenarios (GBS), Self-Regulated Learning (SRL), and cognitive-load research provide a foundation for connecting psychology, cognition, and behavior with disaster information and educational systems. The three themes below cycle through design, educational practice, and evaluation.

Psychology, cognition, behavior, and context gaps

Target and challenge

In a Story-Centered Curriculum (SCC), the scenario role may differ from the learner’s own situation. Disaster and safety education must examine how this gap influences the interpretation of risk information, self-efficacy, decision-making, and action.

Approach and design-based research

GBS and the forethought, performance, and self-reflection phases of SRL inform possible bridging activities and metacognitive prompts. Design-Based Research (DBR) connects the modeling, observation, and interpretation of human factors with iterative improvement in educational practice.

Disaster information and a traceable knowledge workflow

Challenge and objective

Mixing unverified AI-generated material into disaster information or research records can obscure sources, adoption rationales, and decision pathways. This theme examines principles that separate convenient AI assistance from information literacy, information ethics, security, source verification, and human review.

System architecture and in-situ reflection

The proposed workflow connects bibliographic records, research notes, and change history so that candidate information, source checks, human review, and formal records remain traceable.

Smart glasses and extended reality may support in-situ rationales or simulated experience. Their use remains a research possibility that requires prior evaluation of recognition errors, attention diversion, privacy, accessibility, and security.

Mobile-first disaster and safety ActionCard

Design context: language, connectivity, and time constraints

ActionCard is a digital job aid intended to support disaster-information checks and initial decisions in multilingual or connectivity-constrained settings. Its current interface and functions are subjects for design and evaluation; the proposed applications on this site are not evidence of verified effects.

Educational-technology design and evaluation

Low-cognitive-load presentation, offline use, multilingual display, local configuration, and post-drill reflection are treated as design candidates. Evaluation should distinguish function, decision support, accessibility, information ethics, security, and the conditions required for broader adoption.

Key References

1. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. DOI
2. Schank, R. C., Fano, A., Bell, B., & Jona, M. (1994). The design of goal-based scenarios. The Journal of the Learning Sciences, 3(4), 305–345. DOI
3. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. DOI
4. Suzuki, K., & Nemoto, J. (2013). Aiming at both educational improvement and research achievement: Let us write a design-based research paper [Review]. Competency Development for Medical Professionals, 2(1), 45–53. (In Japanese)
5. Takeoka, A., Nemoto, J., Kita, T., & Suzuki, K. (2011). Finding the “gap” between a learner’s real-world context and scenario context. Proceedings of the 18th Annual Conference of the Japan Association for Educational Media Studies, 163–164. (In Japanese)