Geogames and geohazards

Computer games have fascinated people of various ages, ethnicities, professions, and socio-economic backgrounds for roughly three decades now. Since Super Mario has started solving spatial problems in the 1990s, gaming has become increasingly educational and virtual landscapes have become impressively realistic. Game engines have become accessible to non-specialists. They dramatically outcompete the interfaces of conventional simulation models in the visual representation of various types of geomorphic processes. Such processes serve as important background elements in various computer games, and gaming environments are used in risk management, e.g., for training of emergency services or in museums. However, a serious gaming experience focusing on a factually correct, educative, and exciting representation of geomorphic hazards within a broader geographic context is still missing.

We are currently developing a comprehensive physical geography game based on a synthetic virtual world representing all major biomes and geomorphic phenomena, from global to local scales. In this context, we aim to accommodate earthquake, volcanic, landslide, cryospheric, and flood hazards, including their interactions in a logical and educative setup, related to the broad-scale climatic and geo-tectonic situation. For example, stratovolcanoes at subduction zones produce ash clouds and pyroclastic flows, whereas shield volcanoes at hot spots produce lava flows. Equally, there are earthquakes in high-mountain areas triggering landslides impacting glacial lakes or impounding valleys, resulting in outburst floods. As players can move through the world by different means of transport to collect rewards and avoid risks, concepts of exposure, vulnerability and critical infrastructure can be included in the experience.

An important aim of the game is to increase the general and specific knowledge, understanding, and awareness of geohazard processes, and foster interconnected thinking. To our knowledge, no other games offer a comparable educational experience in terms of multiple interacting natural hazards and the related risks. The main target group are bachelor students of geography and related subjects, even though the game can be useful in a broad variety of educational settings. This contribution focuses on the conceptual background, specific layout, and spatio-didactic interconnections of the educational hazard experiences.