Immersive geospatial learning for flood disaster education: Integrating GIS, augmented reality, spatial literacy, and ecopedagogy

Abstract

Flood disasters remain a recurring challenge in many regions and underscore the importance of educational approaches that help students understand environmental risks and develop preparedness capacities. Although Geographic Information Systems (GIS), Augmented Reality (AR), spatial literacy, and environmental learning have gained increasing attention in disaster education, these elements are often implemented independently, limiting opportunities for more integrated learning experiences. This research designed and evaluated immersive geospatial learning for flood disaster education by bringing together GIS, AR, spatial literacy, higher-order thinking skills, and ecopedagogical perspectives within a single instructional framework. The study adopted an Educational Design Research approach consisting of needs analysis, learning material development, expert validation, classroom implementation, and educational evaluation. Learning activities were supported by GIS-based flood hazard maps, AR visualizations, inquiry-based investigations, and environmental reflection grounded in local flood issues. Expert assessment confirmed the feasibility of the learning materials, with average scores of 4.72 for content, 4.56 for media, and 4.76 for language, resulting in an overall score of 4.68. The effectiveness evaluation involved 107 senior high school students through a quasi-experimental design. Students who participated in immersive geospatial learning achieved significantly higher gains in spatial literacy and flood preparedness than those receiving conventional instruction (p < .05), with a large effect size (Cohen's d = 1.02). These results suggest that combining geospatial technologies with inquiry and environmental reflection can create meaningful learning experiences that strengthen both spatial understanding and disaster preparedness in geography education.