Can child-pedestrians’ hazard perception skills be enhanced?

Meir, Anat; Oron-Gilad, Tal; Parmet, Yisrael

doi:10.1016/j.aap.2015.07.006

Cited by 54 publications

(48 citation statements)

References 42 publications

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“…Finally, the differences in crossing percentages as a function of speed pattern are regard to be as a quite relevant conclusion. Contrary to other studies that usually assume constant speed (e.g., [19,20,22,[26][27][28][29]), this study showed that the speed pattern is a relevant factor of crossing decision-making and should be a variable of interest in pedestrian simulator studies. Future work should complement this approach with other vehicle approaching patterns.…”

Section: Discussioncontrasting

confidence: 89%

“…These values (Table 1) were used as a reference to define the vehicles' trajectories to be used in the simulator. Contrary to other studies that usually assume constant speed (e.g., [19,20,22,[26][27][28][29]), the three types of speed profiles recorded in the observational study were implemented in the simulator. Speeds above 30 km/h were not considered since the study intended to evaluate the pedestrians' crossing decision-making, considering the approach of a vehicle at short distances from the crosswalk.…”

Section: Virtual Environmentmentioning

confidence: 99%

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The Influence of Noise Emitted by Vehicles on Pedestrian Crossing Decision-Making: A Study in a Virtual Environment

et al. 2020

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When crossing a road, pedestrians must detect traffic, combine data coming from different perceptual modalities, evaluate the time envelope for safely cross the street, and monitor the position of oncoming vehicles to perform corrective actions if needed. This study analyzed the influence of noise emitted by vehicles, or its absence, on pedestrians’ crossing decision-making. Experiments were performed in a virtual environment using two road scenarios. Participants were presented with stimuli of approaching vehicles that varied regarding speed, movement patterns, and auditory condition: one concerning the approaching of an electric vehicle, another regarding the approaching of a gasoline combustion vehicle, and, finally, a condition regarding the absence of auditory cues. Participants were tasked with indicating the moment when they decided to cross the street. The results show that, despite the noise variations caused by the type of vehicle and its speed pattern, the participants’ decision to cross was mostly based on vehicle distance. When a vehicle approaches the crosswalk from a short distance and with no occlusion to the pedestrian’s visibility, the sound does not seem to influence the pedestrians’ crossing decision-making.

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Section: Discussioncontrasting

confidence: 89%

Section: Virtual Environmentmentioning

confidence: 99%

The Influence of Noise Emitted by Vehicles on Pedestrian Crossing Decision-Making: A Study in a Virtual Environment

et al. 2020

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“…The ability to coordinate eyesight and hearing is also limited in children which results in missing dangerous situations thereby increasing the risk of traffic accidents [8]. Other than the physical disadvantages the major reasons of children overinvolvement in traffic accidents include behavioral factors, such as, their lack of ability to scan the environment properly for threats, inconsistency in behavior and in judgment inherent in young age groups [9], inattention [10], distraction (playing, talking, mobile phone use) in traffic situations, ability to estimate speed and distance, and less developed hazard perception skills [11][12][13][14]. Lack of maturity in behavioral and physical abilities limit the capacity of children to evaluate risk and make them more susceptible to crashes in traffic.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a gamified e-learning platform to improve traffic safety among elementary school pupils in Belgium

Riaz

Cuenen

Janssens

et al. 2019

Pers Ubiquit Comput

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Children are highly represented in statistics relating to road traffic injuries and fatalities. There are multiple risk factors that together create an increased risk for children in traffic, some of the major reasons include children's inability to efficiently and actively scan the environment and look for information relevant to the traffic environment, inconsistent behavior, and less developed hazard perception skills. Traffic safety education is one of the most important means for improving knowledge and skills required for children to behave safely in traffic. This study evaluated a newly developed and gamified e-learning platform meant to promote traffic safety among elementary school pupils in Belgium. Participants in this study were from four grades of elementary school and voluntarily took part in the training. They followed a self-study program at home for approximately 15 minutes per week over a period of five weeks in total. The platform included four modules: traffic knowledge, situation awareness, risk detection, and risk management. For each of these modules, a set of photos and videos were used as stimuli and selected from a database of camera recordings of real-life situations. Half of each module consisted of familiar situations for the pupils (i.e., own municipality), while the other half of each module consisted of unfamiliar situations for the pupils (i.e., other municipalities). A fifth module, 'the final', contained a mix of the first four modules. In total, 44 elementary school pupils (9-13 years old) completed the program. During the first round of measurement (i.e., the first four modules), pupils performed significantly better in the traffic knowledge module when compared to the other three modules. Further, in comparison to unfamiliar situations, pupils scored significantly higher in familiar situations. During the second round of measurement (i.e., the fifth module), pupils achieved higher scores in the risk detection and risk management modules when contrasted to the first measurement. The effect of gamification elements is discussed and the results also indicate the type of traffic safety issues to be emphasized in traffic safety education for children.

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“…If a child is aware of the existence of incorrect second order beliefs, he or she can draw conclusions as to the reasons for these (Astington, Pelletier, & Homer, 2002) 7 years: distinction between left and right possible (Limbourg & Senckel, 1976) 7-8 years: hazard perception is based on the existence of certain objects (e.g. a large car), while the object's surroundings are ignored (Underwood, Dillon, Farnsworth, & Twiner, 2007) 7-8 years: while hazard perception is still rather idiosyncratic and self-centred at the age of 7-8, in older children (11-12 years) this changes to a more global perspective on traffic events (Underwood et al, 2007) 7-9 years: children react less often to potential dangers (Meir, Oron-Gilad, & Parmet, 2015a, 2015b 7-8 years: when organizing images of traffic situations based on their own safety criteria, 7 to 8-year-olds demonstrate a very individual, special perspective compared to the overall, integrated perspective of the older children (Underwood et al, 2007) 7-9 years: children can be trained in hazard perception as pedestrians: children who had undergone training recognised possible dangers related to a restricted field of vision more often than those in the control group (Meir et al, 2015a) 7-9 years: 7 to 9-year-old children recognised fewer situations (restricted field of vision due to parked cars) as dangerous compared to older children and adults (Meir, et al, 2015b) 7-10 years: 7 to 9-year-old children and 9 to 10-year-old children recognised fewer situations (restricted field of vision due to a bend in the road) as dangerous compared to adults; 10 to 13-year-olds scored significantly better here than 7 to 9-year olds (Meir et al, 2015b) 7-10 years: in a virtual study, it was possible to show that children increase their speed when crossing the road as soon as the traffic conditions become more risky (Morrongiello, Corbett, Milanovic, Pyne, & Vierich, 2015) 7-11 years: the ability to predict the driver's intention correctly improves significantly with increasing age (Foot et al, 2006) 7-13 years: In both 7 to 13-year-old children and adults, crossing the road is negatively affected by mobile phone communication. Influence of age: adults scored significantly better, followed by 11 to 13-year-olds.…”

Section: -6 Yearsmentioning

confidence: 99%

The development of traffic competences - do children need special infrastructure to be safe in traffic?

Schützhofer¹,

Rauch²,

Stark³

2018

ToTS

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A lot of (visual, auditory, social, emotional, psycho-motoric, intellectual and cognitive) competences are needed for safe traffic participation. Traffic competences develop during childhood and youth and there is a close relationship to brain maturity. Based on extensive literature analysis a comprehensive tabulation of empirically based developmental milestones was developed by gathering knowledge from different disciplines (Schützhofer, Rauch, Knessl & Uhr, 2015, Schützhofer, 2017). These milestones of traffic competences, forming the core of this paper, are now extended and updated to answer the question of how children can be aware of the traffic environment at a certain age and what this implies for their safe traffic participation. This article forms the framework for the tabulation and focuses on the development of visual competences and hazard perception. Based on the results of the literature review, it will be discussed if there are implications for infrastructure planning as well as for traffic education. Main objective of this research is the development of recommendations for age dependent safe traffic participation that do not under-or overstrain children and give them the chance to have their own active traffic experiences within adequate and safe borders. This traffic psychological and developmental psychological knowledge is essential in various fields. The results address policymakers, traffic managers, transport planners and technicians and help them to appreciate that children are not small adults and adaptions of the existing traffic environment are needed. They can also be a starting point for the development of traffic safety workshops for pedagogues, parents and police officers as in Austria.

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Can child-pedestrians’ hazard perception skills be enhanced?

Cited by 54 publications

References 42 publications

The Influence of Noise Emitted by Vehicles on Pedestrian Crossing Decision-Making: A Study in a Virtual Environment

The Influence of Noise Emitted by Vehicles on Pedestrian Crossing Decision-Making: A Study in a Virtual Environment

Evaluation of a gamified e-learning platform to improve traffic safety among elementary school pupils in Belgium

The development of traffic competences - do children need special infrastructure to be safe in traffic?

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