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Teaching children pedestrian safety in virtual reality via smartphone: a noninferiority randomized clinical trial
Journal article   Peer reviewed

Teaching children pedestrian safety in virtual reality via smartphone: a noninferiority randomized clinical trial

David C. Schwebel, Anna Johnston, Dominique Mcdaniel, Joan Severson, Yefei He and Leslie A. Mcclure
Journal of pediatric psychology, Vol.49(6), pp.405-412
06/13/2024
DOI: 10.1093/jpepsy/jsae020
PMCID: PMC11175590
PMID: 38637283
url
https://pmc.ncbi.nlm.nih.gov/articles/PMC11175590/pdf/jsae020.pdfView
Open Access

Abstract

Objective To evaluate whether child pedestrian safety training in a smartphone-based virtual reality (VR) environment is not inferior to training in a large, semi-immersive VR environment with demonstrated effectiveness.Methods Five hundred 7- and 8-year-old children participated; 479 were randomized to one of two conditions: Learning to cross streets in a smartphone-based VR or learning in a semi-immersive kiosk VR. The systems used identical virtual environments and scenarios. At baseline, children's pedestrian skills were assessed in both VR systems and through a vehicle approach estimation task (judging speed/distance of oncoming traffic on monitor). Training in both conditions comprised at least six 30-min sessions in the randomly assigned VR platform and continued for up to 25 visits until adult-level proficiency was obtained. Following training and again 6 months later, children completed pedestrian safety assessments identical to baseline. Three outcomes were considered from assessments in each VR platform: Unsafe crossings (collisions plus close calls), time to contact (shortest time between child and oncoming simulated traffic), and missed opportunities (unselected safe opportunities to cross).Results Participants achieved adult-level street-crossing skill through VR training. Training in a smartphone-based VR system was generally not inferior to training in a large semi-immersive VR system. There were no adverse effects.Conclusions Seven- and 8-year-old children can learn pedestrian safety through VR-based training, including training in a smartphone-based VR system. Combined with recent meta-analytic results, the present findings support broad implementation and dissemination of child pedestrian safety training through VR, including smartphone-based VR systems.
 Psychology Psychology, Developmental Social Sciences

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