Children and youngster's gaze behaviour when cycling in familiar environments

Kircher, Katja; Ahlström, Christer

doi:10.1016/j.jcmr.2023.100006

Cited by 4 publications

(1 citation statement)

References 43 publications

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“…Creating effective traffic simulators for children is complex, where the causal connections to real-life naturalistic change of behavior in traffic environment is hypothetical. Confirmation in the real traffic environment imposes ethical considerations of child´s safety and may be difficult to measure, although not completely impossible (See Kircher & Ahlström, 2023). As causation may be complex to confirm, there is still evidence that simulators may be one of the tools to teach children road traffic safety knowledge and expose them to traffic based scenarios within a safe virtual environment within the classroom.…”

Section: Introductionmentioning

confidence: 99%

Studying the Use of Virtual Reality Learning Environments to Engage School Children in Safe Cycling Education

Vuorio

2024

Simulation & Gaming

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Background The promotion of cycling for children is beneficial from a health and environmental perspective, however road safety and awareness amongst this age group remain a considerable issue. As children are developing their cognitive and physical abilities, they are considered a high-risk group for injuries and fatalities on the roads. Virtual learning environments have demonstrated promising ways to engage children in learning about road risks and teach children about safe cycling. Intervention A web-based Virtual Learning Environment (VLE) and Virtual Reality (VR) environment was designed to offer a platform for schoolchildren to learn about safe cycling and to develop skills for them to better detect hazards in traffic. Both learning environments were used by 455 school children and 20 class teachers. Methods Fun toolkit methods, specifically designed for child participants were used to assess the design of the technology, and for teachers a qualitative survey to provide evidence around the use of both learning environments. Results Results suggest both learning environments were appealing for lower school grade participants. For grades five and six a need to review the relevance and user design of the learning content was evident. The VR environment was highly attractive across all school grades, suggesting that VR could be a feasible way to teach road safety and safe cycling for school children. Discussion Although VLE and VR environment were attractive and fun to use, some users of VR experienced motion sickness. This would need to be considered and further examined before engaging a young learner in a VR learning environment. Several considerations are provided for teachers, practitioners, researchers, and designers seeking means to promote safe cycling for children.

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Section: Introductionmentioning

confidence: 99%