Research on Virtual Scene Development and Multi-Role Collaborative Simulation Training of Post-Earthquake Natech Accidents for Undergraduate Emergency Majors

Abstract

Technical accidents triggered by natural disasters—such as gas leaks and explosions in buildings following an earthquake—are characterized by sudden onset, distinct chain reactions, a narrow response window, and high demands for coordination. They serve as crucial scenario resources for undergraduate students in emergency management to understand the risks of compound disasters and mechanisms for multi-agency coordinated response. In response to the requirements for the finalization of the project “Research on the Construction of a Practical Training System for Undergraduate Emergency Management Students Based on Typical Accident and Disaster Virtual Scenarios,” this paper focuses on post-earthquake Na-tech accidents in buildings. By integrating accident case studies, virtual reality technology, and emergency response plan teaching requirements, it develops a practical teaching plan comprising “accident chain analysis—virtual scenario modeling—multi-role collaborative drills—data recording and evaluation feedback.” The study first maps out the chain reaction process involving seismic disturbances, building damage, gas pipeline failure, gas accumulation and leakage, and subsequent explosions and fires; second, it uses Unity 3D to construct virtual scenario resources, including post-earthquake buildings, hazard sources, rescue forces, and interactive triggers; third, it establishes roles such as commanders, search-and-rescue personnel, medical responders, public security and traffic police, and domain experts, forming a collaborative drill process that includes task assignment, execution feedback, consultation and adjustment, and debriefing and optimization; Finally, the study analyzed the scenario’s value in supporting the project’s final deliverables from the perspective of the “Four Categories, Five Levels, and 4R Phases” framework. Research indicates that this approach can transform static, text-based contingency plans into dynamic, interactive, and recordable practical teaching processes. While reducing the risks and costs associated with high-risk scenario drills, it enhances students’ understanding of accident chain mechanisms, emergency response plans, job responsibilities, and collaborative rescue procedures. It can serve as a key component of the virtual scenario case library for typical accidents within the practical teaching system for undergraduate emergency response programs.