Application of AI and Digital Twin Technology in Practical Teaching of Geological Hazard Courses: Taking Earthquake Disaster as an Example

Zhiquan Yang; Yaping Gong; Henglin Liu; Tingting Guo; Qiuxia Yang; Gen Li; Qizhong Wang

doi:10.26689/jcer.v9i11.12945

Zhiquan Yang Faculty of Public Safety and Emergency Management, Kunming University of Science and Technology, Kunming 650093, China
Yaping Gong Faculty of Public Safety and Emergency Management, Kunming University of Science and Technology, Kunming 650093, China
Henglin Liu Faculty of Public Safety and Emergency Management, Kunming University of Science and Technology, Kunming 650093, China
Tingting Guo Faculty of Land Resources Engineering, Kunming University of Science and Technology, Kunming 650093, China
Qiuxia Yang Faculty of Public Safety and Emergency Management, Kunming University of Science and Technology, Kunming 650093, China
Gen Li College of Mining Engineering, Guizhou University of Engineering Science, Bijie 551700, China
Qizhong Wang The School of Management Science, Guizhou University of Finance and Economics, Guiyang 550025, China

DOI: https://doi.org/10.26689/jcer.v9i11.12945

Keywords: Virtual-real integration, Digital twin, Artificial intelligence, Practical teaching, Earthquake disaster

Abstract

In response to the three major contradictions, safety, cognition, and ability cultivation, existing in the practical teaching of geological hazard courses, this paper proposes a “virtual-real integration” teaching reform scheme, using earthquake disasters as an example. By integrating digital twin technology and artificial intelligence technology, a four-layer teaching framework consisting of data layer, model layer, platform layer, and intelligent layer is constructed. Progressive teaching segments of “cognition-simulation-decision-making” are designed to establish a comprehensive training path from seismic geological survey to disaster early warning and decision-making. This scheme shifts the traditional field practice venue to a safe virtual environment, promotes students’ understanding of geological hazards from static fragments to dynamic processes, enhances their comprehensive decision-making ability in geological disaster prevention and mitigation, and provides theoretical support and practical guidance for cultivating interdisciplinary talents in geological hazard prevention.

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