Game-based learning has been proven an effective method to engage students in the class. However, it is very challenging to balance playability and learnability when only developing digital games. Some "playable" games may not carry sufficient knowledge; some "learnable" games may reduce the students' interest and curiosity. In this ongoing research, we proposed an innovative learning method, "game-initiated learning." This method consists of three main steps: game, discussion and self-directedlearning. In this model, students can experience real-world problems from the game, discuss problems they found in the game, and finally, the instructors can deliver related knowledge that is useful to solving the problems previously discussed. To validate the proposed method, we selected a topic of disaster education in Taiwan and experimentally developed a set of course materials including a digital game, animation videos and an e-book. We conducted a review meeting, inviting experts from hydraulic engineering, game development, and disaster mediation as well as schoolteachers and students. The reviewers were asked to play the games and review all course materials. From the feedbacks of the reviewers, we found game-initiated learning an educational method with great potential in providing tacit and explicit knowledge about disaster management.