Exploring the crossing behaviours and visual attention allocation of children in primary school in an outdoor road environment

Jiang, Kang; Wang, Yulong; Feng, Zhongxiang; Sze, N.N.; Yu, Zhenhua; Cui, Jianqiang

doi:10.1007/s10111-020-00640-1

Cited by 8 publications

(5 citation statements)

References 44 publications

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“…Models are typically developed using regression analysis for the general population, including younger ages. The only models developed exclusively for the child population (5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15) are those developed by the author. Analysis of the parameters shows that they are similar or the same when it comes to children in relation to the general population.…”

Section: Discussionmentioning

confidence: 99%

Child-Pedestrian Traffic Safety at Crosswalks—Literature Review

et al. 2022

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Child pedestrians make up 30% of the total number of children injured in road traffic in the EU. They are a particularly vulnerable subgroup because they exhibit specific traffic behavior related to cognitive and physical development, sociodemographic characteristics, and environmental conditions. This paper provides an overview of research of parameters that affect the safety of children in the conflict zones of the intersection—crosswalks. The overview was undertaken targeting available research mostly conducted in the last 10 years all over the world, related to the identification of parameters that affect the safety of child-pedestrians, and models developed for the prediction of pedestrian and child-pedestrian behavior. Research conducted on various urban networks provides insight into locally and more widely applicable impact parameters connected to child characteristics and infrastructural and traffic elements, but also distractors (e.g., electronic devices) as new phenomena influencing children’s road safety. A review of pedestrian behavior-prediction models suggests that models are being developed for the general population, and models for children’s behavior, with specific parameters, are missing. For further research, more detailed analysis of the impact of distractors and of COVID–19 pandemic non-mobility, as well as an analysis of possible infrastructural solutions to increase children’s road traffic safety, is suggested.

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Section: Discussionmentioning

confidence: 99%

Child-Pedestrian Traffic Safety at Crosswalks—Literature Review

et al. 2022

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“…1) Mean walking speed: mean walking speed for the population (Stansfield et al 2006, Van Hamme et al 2016, Samson et al 2012, Deluka-Tibljaš et al 2021, Leung et al 2021, Jiang et al 2021, Bosina & Weidmann 2017, Willis et al 2004, Huguenin-Richard et al 2015, Oxley et al 2005, Ishaque & Noland 2008, 2) % of the population running: percentage of population likely to run in front of a vehicle when the situation is ambiguous and the choice is to stop or run (Cloutier et al 2014, Zeedyk et al 2002, 3) Decision time: time needed to take the decision to cross the road when a vehicle is approaching (Bucsuházy & Semela 2017, Rasulo et al 2020, Lynn & Ja-Song 1993, Whelan 2008, Oxley et al 2005, 4) % distracted by texting: percentage of the population texting on a phone during road crossing (Focant 2021, Nasar & Troyer 2013, Zhou et al 2019, Russo et al 2018, Gitelman et al 2019), 5) % distracted by music: percentage of the population listening to music with headphones during road crossing (Focant 2021, Nasar & Troyer 2013, Zhou et al 2019, Russo et al 2018, Gitelman et al 2019), 6) Effect of texting on walking speed: effect of using a phone for texting on walking speed (Thompson et al 2013), 7) Effect of listening to music on walking speed: effect of listening to music with headphones on walking speed (Thompson et al 2013).…”

Section: Findings From the Literature Reviewmentioning

confidence: 99%

“…This age categorization corresponds to that of the consulted articles. The walking speed of children gradually increases with age with a significant increase for the 8-11 years age group (Stansfield et al 2006, Van Hamme et al 2016, Samson et al 2012, Deluka-Tibljaš et al 2021, Leung et al 2021, Jiang et al 2021. Conversely, the walking speed of the elderly decreases with age, notably after 70 years old (Bosina & Weidmann 2017, Willis et al 2004, Huguenin-Richard et al 2015, Oxley et al 2005, Ishaque & Noland 2008.…”

Section: Findings From the Literature Reviewmentioning

confidence: 99%

Modelling And Simulating Age-Dependent Pedestrian Behaviours With An Autonomous Vehicle

Jobert,

Dugdale,

Predhumeau

2023

ECMS 2023 Proceedings Edited by Enrico Vicario, Romeo Bandinelli, Virginia Fani, Michele Mastroianni

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In shared spaces, autonomous vehicles (AVs) will have to move, efficiently and safely without normal road signage, and with other users such as pedestrians, cyclists and drivers. To achieve this, AVs need to anticipate the behaviours of other road users in order to adapt their navigation accordingly. This paper focuses on age-related pedestrian behaviours with an autonomous vehicle. Looking at age as one of the main determining factors for behaviour, a literature review is conducted and the results are used to integrate age-dependent pedestrian behaviours into a model and simulator for simulating more realistic pedestrian behaviours in shared spaces with an AV.

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“…Although there are many ways to explore pedestrian street-crossing behaviour on signalized and unsignalized intersections (Jiang et al 2021a), teaching methods based on constructivist theory have been proven effective in classroom education (Aderibigbe 2021; Kiliç and Gürdal, 2010). For the special group of hearing-impaired teenagers, there is limited research on their crossing behaviour.…”

Section: Purpose Of This Studymentioning

confidence: 99%

A method to improve the street-crossing risk perception of hearing-impaired teenagers based on constructivist teaching theory

Gao

Feng

et al. 2022

Preprint

Self Cite

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Hearing-impaired people are a vulnerable group in the transportation system. Due to the particularity of their hearing impairments, they face a more complex environment than non-hearing-impaired people when participating in road traffic, which threatens their safety. The safety of hearing-impaired teenagers crossing the street is an important and serious issue. However, there is no research on how to improve the risk perception of hearing-impaired teenagers when crossing the street. An intervention method based on constructivist teaching theory may become an important means to improve road traffic safety for hearing-impaired teenagers. By understanding the eye movement indicators and behavioural indicators of hearing-impaired teenagers when crossing the street, this paper proposes targeted street-crossing intervention methods to improve their risk perception of street crossing to ensure the safety of hearing-impaired teenagers. In this paper, two kinds of street-crossing scenes and 20 hearing-impaired teenagers are included in a randomized controlled experiment, and an approach based on the intervention method of constructivist teaching theory is proposed. The purpose is to conduct research on the safety of hearing-impaired teenagers when crossing the street. Based on an analysis of visual characteristics in different areas of interest (AOIs) and behavioural characteristics, the conclusions are as follows: (1) when hearing-impaired teenagers participate in street crossing, part of their attention is wasted in areas with fewer risk factors, and (2) the teaching method based on constructivist intervention measures can improve the risk perception ability of hearing-impaired teenagers when crossing the street.

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Exploring the crossing behaviours and visual attention allocation of children in primary school in an outdoor road environment

Cited by 8 publications

References 44 publications

Child-Pedestrian Traffic Safety at Crosswalks—Literature Review

Child-Pedestrian Traffic Safety at Crosswalks—Literature Review

Modelling And Simulating Age-Dependent Pedestrian Behaviours With An Autonomous Vehicle

A method to improve the street-crossing risk perception of hearing-impaired teenagers based on constructivist teaching theory

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