Performance and Evaluation of Disaster Imagination Game (Dig) in Chile

Abstract eng:
As one of the practical performances of disaster prevention education and/or practice, Disaster Imagination Game (DIG) is frequently performed in Japan. DIG is a simple disaster prevention training method that can be planned and operated even by non-professionals using maps. DIG has been improved to be used effectively and practically to enhance local disaster prevention capability. We introduced the DIG into Chile and performed it in four cities: Talcahuano city where severe damage was caused by the tsunami due to the 2010 Maule earthquake; Iquique city, stroke by an earthquake and tsunami in 2014; and Valparaíso and Viña del Mar where tsunami disaster is anticipated in the future. First, we rearranged the method to be applicable in the societies in Chile and made a plan, i.e., selecting the participants, making scenario and determining how to evaluate the effect. The first DIG was performed in Talcahuano city, where about 150 citizens participated, including among them many leaders of communities in the city. They were divided into two main groups, Group A and group B, and each group was divided into seven or eight subgroups based on their residence areas. Each subgroup consists of about 10 members. Each group practiced in two main stages. In the first one, they work over a map searching for safe places as well dangerous places against tsunami attacking, how to evacuate from it, how to help others especially children, old people and handicapped persons, etc., while writing onto their area maps with exchanging their opinions. After the performance, they discussed and shared information, such as what were the causes of obstacles for evacuation and how to solve the problems and so forth. In the second stage, they did the role playing under the situation that disaster information was given to them one after another. They had to make decisions and respond to the information in succession. At the end of the performance, discussion and evaluation were made again. Most of them experienced the 2010 tsunami disaster, so they could seriously think about the situation and recognized the importance of such kind of simulation even though it was just an imagination. In Valparaiso, the target of the DIG session was to refine the guide that was prepared before Talcahuano’s sessions. For that purpose, the method was applied for a reduced group or persons, mainly high school students and teachers. This allows giving a detailed introduction of the hazard conditions, and a fruitful discussion at the end. Similar performances were carried out in Iquique and Viña del Mar. Based on the performances, we made a guideline of DIG in Chile. The contents are as follows; Chapter 1: What is DIG, Chapter 2: What we prepare, Chapter 3: How to perform, Chapter 4: Evaluation, Chapter 5: Application of DIG to other disasters. We are going to disseminate the DIG in Chile.

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