Abstract Scholars, practitioners and educators propose video games as innovative teaching methods to engage geography students. A methodological framework, informed by constructivist learning theory, explored the ability of ‘serious’ disaster video games to foster student participation in learning within four New Zealand schools. The findings indicate the utilization of video games within the classroom requires further consideration of the teaching and learning processes for both teachers and students. Ultimately, the alignment of video games to constructivism and pedagogical mechanisms of social science suggests the ability of geography to enable deeper discussions and engagement of the curriculum by both students and teachers.

中文翻译：

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“严重”灾难视频游戏：一种关于灾害和减少灾害风险的教学和学习的创新方法

摘要 学者、实践者和教育者提出电子游戏作为吸引地理学生的创新教学方法。以建构主义学习理论为基础的方法论框架探索了“严重”灾难视频游戏在新西兰四所学校促进学生参与学习的能力。研究结果表明，在课堂上使用电子游戏需要进一步考虑教师和学生的教学过程。最终，视频游戏与社会科学的建构主义和教学机制的结合表明了地理的能力，能够让学生和教师对课程进行更深入的讨论和参与。