Using smartphone technology to deliver a virtual pedestrian environment: usability and validation

Schwebel, David C.; Severson, Joan; He, Yefei

doi:10.1007/s10055-016-0304-x

Cited by 24 publications

(10 citation statements)

References 21 publications

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“…Mostly, no symptoms were experienced. This is to be expected according to previous studies (Nuñez Velasco, Farah, van Arem, & Hagenzieker, 2019;Schwebel, Severson, & He, 2017). The use of this type of virtual reality proved to be useful for studying pedestrian-vehicle interactions.…”

Section: 5supporting

confidence: 66%

Will pedestrians cross the road before an Automated Vehicle? The Effect of Drivers' Attentiveness and Presence on Pedestrians' Road Crossing Behavior

Velasco¹,

Lee²,

Uttley³

et al. 2021

Preprint

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The impact of automated vehicles (AV) on pedestrians’ crossing behavior has been the topic of some recent studies, but findings are still scarce and inconclusive. The aim of this study is to determine whether the drivers’ presence and apparent attentiveness in a vehicle influences pedestrians’ crossing behavior, perceived behavioral control, and perceived risk, in a controlled environment, using a Head-mounted Display in an immersive Virtual Reality study. Twenty participants took part in a road-crossing experiment. The VR environment consisted of a single lane one-way road with car traffic approaching from the right-hand side of the participant which travelled at 30 kmph. Participants were asked to cross the road if they felt safe to do so. The effect of three driver conditions on pedestrians’ crossing behavior were studied: Attentive driver, distracted driver, and no driver present. Two vehicles were employed with a fixed time gap (3.5 s and 5.5s) between them to study the effects of time gaps on pedestrians’ crossing behavior. The manipulated vehicle yielded to the pedestrians in half of the trials, stopping completely before reaching the pedestrian’s position. The crossing decision, time to initiate the crossing, crossing duration, and safety margin were measured. The main findings show that the vehicle’s motion cues (i.e. the gap between the vehicles, and the yielding behavior of the vehicle) were the most important factors affecting pedestrians’ crossing behavior. Therefore, future research should focus more on investigating how AVs should behave while interacting with pedestrians. Distracted driver condition leads to shorter crossing initiation time but the effect was small. No driver condition leads to smaller safety margin. Findings also showed that perceived behavioral control was higher and perceived risk was significantly lower when the driver appeared attentive. Given that drivers will be allowed to do other tasks while AVs are operating in the future, whether explicit communication will be needed in this situation should be further investigated.

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Section: 5supporting

confidence: 66%

Will pedestrians cross the road before an Automated Vehicle? The Effect of Drivers' Attentiveness and Presence on Pedestrians' Road Crossing Behavior

Velasco¹,

Lee²,

Uttley³

et al. 2021

Preprint

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show abstract

“…A VE refers to an environment where two-dimensional (2D), or three-dimensional (3D) images were implemented with a computer, mobile device, or virtual reality/augmented reality/mixed reality device [ 16 ], and does not include multiple characters or participants [ 17 ]. In nursing education, VE simulation consists of two types: virtual reality simulation and virtual simulation [ 6 , 18 ].…”

Section: Introductionmentioning

confidence: 99%

Instructional design and educational satisfaction for virtual environment simulation in undergraduate nursing education: the mediating effect of learning immersion

Park

Kim

2022

BMC Med Educ

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Background Schools were closed after the onset of COVID-19, with non-face-to-face practices or distance education in nursing education replacing video learning or simulation classes in nursing education clinical practicum. This led to an increase in interest in virtual environment simulation education. While technology-based teaching methods might feel new and intriguing to learners, it is necessary to evaluate learner satisfaction with such an educational method beyond its novelty value. Therefore, this study examined the mediating effect of learning immersion on the relationships between instructional design and educational satisfaction, for virtual environment simulation. Methods A descriptive cross-sectional research design was used. The study sample included students in the third or fourth year of the nursing curriculum in South Korea. The participants were 164 nursing students, who had an experience with virtual environment simulation practices during the past year, prior to September 2021. Data were collected using an online questionnaire. The questionnaire addressed the characteristics of nursing students, instructional design, learning immersion, and educational satisfaction. The collected data were analyzed using path analysis. Results The indirect effect of the path between instructional design and educational satisfaction, mediated through learning immersion in virtual environment simulation was found to be significant. Furthermore, the direct path was also statistically significant. Conclusion Educational content, based on virtual environment simulation, should be implemented based on instructional design. It is necessary to recognize the importance of instructional design that can promote learning immersion in virtual environment simulation, as well as to prepare consistent standards for such design.

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“…Correlations with the variables were processed using Pearson's correlation coe cient to test for multicollinearity. The correlation coe cient ranged from 0 to 1, with values of 0.80 or less [43], and the variance in ation factor (VIF) values were less than 10 [44].…”

Section: Discussionmentioning

confidence: 99%

Instructional Design and Educational Satisfaction for Virtual Environment Simulation in Undergraduate Nursing Education: The Mediating Effect of Learning Immersion

Park

Kim

2022

Preprint

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Background Schools were closed down after the onset of COVID-19, with non-face-to-face practices or distance education in nursing education replacing video learning or simulation classes in nursing education clinical practicum. This led to an increase in interest in virtual environment simulation education. While technology-based teaching methods might feel new and intriguing to learners, it is necessary to evaluate learner satisfaction with such an educational method beyond its novelty value. Therefore, this study aimed to examine the mediating effect of learning immersion on the relationships between instructional design and educational satisfaction for virtual environment simulation. Methods This study used a descriptive cross-sectional research design. The study sample included students in the third or fourth year of the nursing curriculum in South Korea. The participants were 164 nursing students who had an experience with virtual environment simulation practices during the past year before September 2021. Data were collected using an online questionnaire. The questionnaire addressed the characteristics of nursing students, instructional design, learning immersion and educational satisfaction. The collected data were analyzed using path analysis. Results The indirect effect of the path between instructional design and educational satisfaction mediated through learning immersion in virtual environment simulation was found to be significant. Furthermore, the direct path was also statistically significant. Conclusion Educational content based on virtual environment simulation should be implemented based on instructional design. It is necessary to recognize the importance of instructional design that can promote learning immersion in virtual environment simulation, as well as to prepare consistent standards for the instructional design.

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Using smartphone technology to deliver a virtual pedestrian environment: usability and validation

Cited by 24 publications

References 21 publications

Will pedestrians cross the road before an Automated Vehicle? The Effect of Drivers' Attentiveness and Presence on Pedestrians' Road Crossing Behavior

Will pedestrians cross the road before an Automated Vehicle? The Effect of Drivers' Attentiveness and Presence on Pedestrians' Road Crossing Behavior

Instructional design and educational satisfaction for virtual environment simulation in undergraduate nursing education: the mediating effect of learning immersion

Instructional Design and Educational Satisfaction for Virtual Environment Simulation in Undergraduate Nursing Education: The Mediating Effect of Learning Immersion

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