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Interactive 3D Virtual Environment for Learning Traffic Safety Rules and Signs

Year 2021, Volume: 14 Issue: 2, 191 - 206, 30.04.2021
https://doi.org/10.17671/gazibtd.791458

Abstract

Virtual environments offer innovative and fun opportunities without real-world risks, creating any additional costs, and dealing with complex problems. The most important of these opportunities are innovative learning environments and safety training in these environments. Many studies report the lack of traffic safety education as the main cause of traffic accidents. Among the reasons for these accidents, it has been shown that pedestrians/driver candidates who are road users do not bring the traffic rules to a natural way of behavior. In this study, research was conducted to determine whether virtual environments are a solution tool in solving and troubleshooting the problems that pedestrians/driver candidates will encounter in traffic. The purpose of this study is to design a virtual environment for educational purposes so that pedestrians/driver candidates can learn traffic rules in a virtual environment based on real traffic rules. This environment is based on a new approach in which natural hand movements are followed and vehicles move intelligently. In the evaluation of the research, The Achievement Test and the Presence Questionnaire and Participant Opinion Form were used. Achievement test scores; showed that the effect size of the implementation tool was large (Cohen's d = 1.29> .80) and positively contributed to participant success. Also in the Presence Questionnaire, It was determined that the participants experienced the feeling of being in the virtual traffic scenario. The results showed that the contactless motion tracking interface and virtual environments can be used as an effective training tool.

References

  • V. Sönmez , “Okul Öncesi ve Temel Eğitimde Trafik Eğitiminin Önemi”, 1. Trafik Şurası Bildiriler Kitabı, EGM Trafik Daire Başkanlığı Ankara, 392-393, 1991.
  • M. Peden, R. Scurfeld, World Report on Road Traffic Injury Prevention, Geneva: World Health Organization, 2004.
  • Ş. Yaprak, A. M. Akbulut, Trafik kaza ve denetim istatistikleri, Polis Akademisi Yayınları, Ankara, (2019).
  • J. D. Demetre, D. N. Lee, T. K. Pitcairn, R. Grieve, J.A. Thomson, K. Ampofo‐Boateng, “Errors in young children's decisions about traffic gaps: Experiments with roadside simulations”, British Journal of Psychology, 83(2), 189-202, 1992.
  • Y. C. Rivas, P.A. V. Valdivieso, M. A. Y. Rodriguez, “Virtual reality and 21st-century education”, International Research Journal of Management, IT and Social Sciences, 7(1), 37-44, 2020.
  • G. Varinlioğlu, G. Alankuş, A. Aslankan, G. Mura, “Oyun Tabanlı Öğrenme ile Dijital Mirasın Yaygınlaştırılması”, METU Journal of the Faculty of Architecture, 36(1), 23-40, 2019.
  • K. Seaborn, D. Fels, “Gamification in theory and action: A survey”, International Journal of Human-Computer Studies, 74, 14-31.
  • Z. Gökkaya, “Yetişkin Eğitiminde Yeni Bir Yaklaşım: Oyunlaştırma”, HAYEF: Journal of Education, 11,71-84, 2014.
  • J. Hamari, “Transforming Homo Economicus into Homo Ludens: A Field Experiment on Gamification in a Utilitarian Peer-To-Peer Trading Service”, Electronic Commerce Research and Applications, 12(4), 236-245, 2013.
  • D.Kamińska, T. Sapiński, S. Wiak, T. Tikk, R. E. Haamer, E. Avots, A. Helmi, C. Ozcinar and G. Anbarjafari, “Virtual Reality and Its Applications in Education: Survey”, Information, 10(10), 318, 2019.
  • G. C. Burdea, P. Coiffet, Virtual Reality Technology, Wiley: Hoboken, USA, 2003.
  • M. Roussou, “Immersive interactive virtual reality in the museum”, Trends in Leisure Entertainment, 2001.
  • O. Bamodu, X. Ye, “Virtual reality and virtual reality system components”, Advanced Materials Research, 765, 1169-1172, 2013.
  • F. P. C. M. De Jong, H. Van Der Meijden and J. Von Berg, “3D learning ın the workplace and at school: playing, learning, or both? “, Educational Technology, 45(5), 30-34, 2005.
  • J. C. Servotte, M. Goosse, S. H. Campbell S. H. Et al., “Virtual Reality Experience: Immersion, Sense of Presence, and Cybersickness”, Clinical Simulation in Nursing, 38, 35-43, 2020.
  • A. Tzanavari, S. Matsentidou, C. G. Christou and C. Poullis, “User experience observations on factors that affect performance in a road-crossing training application for children using the CAVE”, International Conference on Learning and Collaboration Technologies, Greece, 91-101, 2014.
  • O. Bart, N. Katz, P. L. Weiss and N. Josman, “Street crossing by typically developed children in real and virtual Environments”, OTJR: Occupation, Participation and Health, 28(2), 89-96, 2008.
  • P. Maillot, A. Dommes, N. T. Dang and F. Vienne, “Training the elderly in pedestrian safety: transfer effect between two virtual reality simulation devices”, Accident Analysis & Prevention, 99, 161-170, 2017.
  • B. A. Morrongiello, M. Corbett, J. Beer and S. Koutsoulianos, “A pilot randomized controlled trial testing the effectiveness of a pedestrian training program that teaches children where and how to cross the street safely”, Journal of Pediatric Psychology, 43(10), 1147-1159, 2018.
  • D. C. Schwebel, J. Gaines, J. Severson, “Validation of virtual reality as a tool to understand and prevent child pedestrian injury”, Accident Analysis & Prevention, 40(4), 1394-1400, 2008.
  • I. T. Feldstein, G. N. Dyszak, “Road crossing decisions in real and virtual environments: A comparative study on simulator validity”, Accident Analysis & Prevention, 137, 105356, 2020.
  • D. C. Schwebel, L. A. McClure, “Using virtual reality to train children in safe street-crossing skills”, Injury Prevention, 16(1), 2010.
  • Y. Zhao, C. L. Bennett, H. Benko, E. Cutrell, C. Holz, M. R. Morris and M. Sinclair, “Enabling People with Visual Impairments to Navigate Virtual Reality with a Haptic and Auditory Cane Simulation”, 2018 CHI Conference on Human Factors in Computing Systems, Canada, 1-14, 2018.
  • N. Murphy, Virtual Reality as Navigation Tool: Creating Interactive Environments For Individuals With Visual Impairments, Master’s Theses, Kennesaw State University Science Computer Science, 2018.
  • S. Parsons, S. Cobb, “State-of-the-art of virtual reality technologies for children on the autism spectrum”, European Journal of Special Needs Education, 26(3), 355-366, 2011.
  • S. L. Lee and C. Y. Huang, “The effects of 3-D graphic-based virtual reality on the pedestrainized skills for elementary students with intellectual disabilities”, 18th Asian Conference on Mental Retardation, Taipei, Taiwan, 2007.
  • T. A. Clancy, J. J. Rucklidge, D. Owen, “Road-crossing safety in virtual reality: A comparison of adolescents with and without ADHD”. Journal of Clinical Child & Adolescent Psychology, 35(2), 203-215, 2006.
  • Y. K. Oua, Y. C. Liub, C. H. Linc, “Investigation of Road-crossing Safety Before and After Training for patient with Parkinson’s disease”, 19th Triennial Congress of the IEA, Melbourne, Australia, 9, 14, 2015.
  • B. Liu, Z. Wang, G. Song, G. Wu, “Cognitive processing of traffic signs in immersive virtual reality environment: An ERP study”, Neuroscience Letters, 485(1), 43-48, 2010.
  • A. D. Lukito, R. Sanjaya, H. Prasetya, ”Virtual Reality Game Education to Learn Traffic Regulation”, SISFORMA: Journal of Information Systems (e-Journal), 4(1), 7-11, 2017.
  • C. Proaño, C. Villacís, V. Proaño, W. Fuertes, M. Almache, M. Zambrano and F. Galárraga, “Serious 3D Game over a Cluster Computing for Situated Learning of Traffic Signals”, 2019 IEEE/ACM 23rd International Symposium on Distributed Simulation and Real Time Applications (DS-RT) , Italy, 1-10, 2019.
  • K. A. Şen, K. Nikbay ve B. T. Akgün, “Sürücüsüz Araç Trafiği ile Sürücü Davranışı İyileştirmeye Yönelik Bir Oyun: OKANOM”, Eleco 2014, Türkiye, 371-375, 2014.
  • L. Shao, Hand movement and gesture recognition using Leap Motion Controller, Virtual Reality, Course Report, 2016.
  • A. K. Guruji, H. Agarwal, D. K. Parsediya, “Time-efficient A* algorithm for robot path planning, Procedia Technology, 23, 144-149, 2016.
  • B. G. Witmer, C. J. Jerome, M. J. Singer, “The factor structure of the presence questionnaire”. Teleoperators &Virtual Environments, 14(3), 298-312, 2005.
  • S. Gökoğlu, Ü. Çakıroğlu, “Sanal Gerçeklik Temelli Öğrenme Ortamlarında Bulunuşluk Hissinin Ölçülmesi: Bulunuşluk Ölçeğinin Türkçe’ye Uyarlanması”, Eğitim Teknolojisi Kuram ve Uygulama, 9(1), 169-188, 2019.
  • Ş. Büyüköztürk, Sosyal Bilimler İçin Veri Analizi El Kitabı: İstatistik, Araştırma Deseni, SPSS Uygulamaları ve Yorum, Pegem A Yayıncılık, 40, Ankara, 2007.
  • B. G. Tabachnick, L. S. Fidell, Using Multivariate Statistics,5, United States: Pearson Education, Boston, 2013.
  • T. İçten, G. Bal, “Artırılmış gerçeklik üzerine son gelişmelerin ve uygulamaların incelenmesi”, Gazi Üniversitesi Fen Bilimleri Dergisi Part C: Tasarım ve Teknoloji, 5(2), 111-136, 2017.
  • T. İçten, G. Bal, “Artırılmış gerçeklik teknolojisi üzerine yapılan akademik çalışmaların içerik analizi”, Bilişim Teknolojileri Dergisi, 10(4), 401-415, 2017.
  • H. Zare, S. Niknami, A. Heidarnia, M. H. Fallah, “Traffic safety education for child pedestrians: A randomized controlled trial with active learning approach to develop street-crossing behaviors”, Transportation Research Part F: Traffic Psychology and Behaviour, 60, 734-742, 2019.
  • C. V. Zegeer, M. Bushell, “Pedestrian crash trends and potential countermeasures from around the world”, Accident Analysis & Prevention, 44(1), 3-11, 2012.
  • A. Meir, T. Oron-Gilad, Y. Parmet, “Are child-pedestrians able to identify hazardous traffic situations? Measuring their abilities in a virtual reality environment”, Safety Science, 80, 33-40, 2015.
  • G. Su, N. Li, Y. Yildiz, A. Girard, I. Kolmanovsky, “A traffic simulation model with interactive drivers and high-fidelity car dynamics”, IFAC-PapersOnLine, 51(34), 384-389, 2019.
  • R. Huang, C. Harris-Adamson, D. Odell, D. Rempel, “Design of finger gestures for locomotionin virtual reality”, Virtual Reality & Intelligent Hardware, 1(1), 1-9, 2019.

Trafik Güvenliği Kurallarının ve İşaretlerinin Eğitimi için Etkileşimli 3B Sanal Ortam

Year 2021, Volume: 14 Issue: 2, 191 - 206, 30.04.2021
https://doi.org/10.17671/gazibtd.791458

Abstract

Sanal ortamlar gerçek dünya riskleri olmadan, herhangi bir ek maliyet oluşturmadan, karmaşık problemler ile uğraşmadan yenilikçi ve eğlenceli fırsatlar sunmaktadır. Bu fırsatların en önemlisi yenilikçi öğrenme ortamları ve bu ortamlardaki güvenlik eğitimidir. Birçok çalışma, trafik kazalarının ana nedeni olarak trafik güvenlik eğitiminin eksikliğini bildirmektedir. Bu kazaların nedenleri arasında, yol kullanıcısı olan yayaların/sürücü adaylarının trafik kurallarını doğal bir davranış biçimine getirmemesi gösterilmiştir. Bu çalışmada, yayaların/sürücü adaylarının trafikte karşılaşacakları sorunların çözümünde ve giderilmesinde sanal ortamların bir çözüm aracı olup olmadığının belirlenmesine yönelik bir araştırma yürütülmüştür. Bu çalışmanın amacı, yayaların/sürücü adayların gerçek trafik kurallarını temel alan sanal bir ortamda trafik kurallarını öğrenebilmeleri için eğitim amaçlı sanal bir ortam tasarlamaktır. Bu ortam doğal el hareketlerinin izlendiği ve araçların zekice hareket ettiği yeni bir yaklaşımı temel almaktadır. Araştırmanın değerlendirilmesinde; Başarı Testi ve Buradalık Anketi ve Katılımcı Görüş Formu kullanılmıştır. Başarı testi puanları; uygulama aracının etki büyüklüğünün büyük düzeyde olduğunu (Cohen’s d=1,29>,80) ve katılımcı başarısına pozitif yönde katkı sağladığını göstermiştir. Ayrıca Buradalık Anketinde; katılımcıların sanal trafik senaryosunun içindeymiş gibi hissetme duygusunu yaşadıkları belirlenmiştir. Sonuçlar temassız hareket izleme arayüzünün ve sanal ortamların etkili bir eğitim aracı olarak kullanılabileceğini göstermiştir.

References

  • V. Sönmez , “Okul Öncesi ve Temel Eğitimde Trafik Eğitiminin Önemi”, 1. Trafik Şurası Bildiriler Kitabı, EGM Trafik Daire Başkanlığı Ankara, 392-393, 1991.
  • M. Peden, R. Scurfeld, World Report on Road Traffic Injury Prevention, Geneva: World Health Organization, 2004.
  • Ş. Yaprak, A. M. Akbulut, Trafik kaza ve denetim istatistikleri, Polis Akademisi Yayınları, Ankara, (2019).
  • J. D. Demetre, D. N. Lee, T. K. Pitcairn, R. Grieve, J.A. Thomson, K. Ampofo‐Boateng, “Errors in young children's decisions about traffic gaps: Experiments with roadside simulations”, British Journal of Psychology, 83(2), 189-202, 1992.
  • Y. C. Rivas, P.A. V. Valdivieso, M. A. Y. Rodriguez, “Virtual reality and 21st-century education”, International Research Journal of Management, IT and Social Sciences, 7(1), 37-44, 2020.
  • G. Varinlioğlu, G. Alankuş, A. Aslankan, G. Mura, “Oyun Tabanlı Öğrenme ile Dijital Mirasın Yaygınlaştırılması”, METU Journal of the Faculty of Architecture, 36(1), 23-40, 2019.
  • K. Seaborn, D. Fels, “Gamification in theory and action: A survey”, International Journal of Human-Computer Studies, 74, 14-31.
  • Z. Gökkaya, “Yetişkin Eğitiminde Yeni Bir Yaklaşım: Oyunlaştırma”, HAYEF: Journal of Education, 11,71-84, 2014.
  • J. Hamari, “Transforming Homo Economicus into Homo Ludens: A Field Experiment on Gamification in a Utilitarian Peer-To-Peer Trading Service”, Electronic Commerce Research and Applications, 12(4), 236-245, 2013.
  • D.Kamińska, T. Sapiński, S. Wiak, T. Tikk, R. E. Haamer, E. Avots, A. Helmi, C. Ozcinar and G. Anbarjafari, “Virtual Reality and Its Applications in Education: Survey”, Information, 10(10), 318, 2019.
  • G. C. Burdea, P. Coiffet, Virtual Reality Technology, Wiley: Hoboken, USA, 2003.
  • M. Roussou, “Immersive interactive virtual reality in the museum”, Trends in Leisure Entertainment, 2001.
  • O. Bamodu, X. Ye, “Virtual reality and virtual reality system components”, Advanced Materials Research, 765, 1169-1172, 2013.
  • F. P. C. M. De Jong, H. Van Der Meijden and J. Von Berg, “3D learning ın the workplace and at school: playing, learning, or both? “, Educational Technology, 45(5), 30-34, 2005.
  • J. C. Servotte, M. Goosse, S. H. Campbell S. H. Et al., “Virtual Reality Experience: Immersion, Sense of Presence, and Cybersickness”, Clinical Simulation in Nursing, 38, 35-43, 2020.
  • A. Tzanavari, S. Matsentidou, C. G. Christou and C. Poullis, “User experience observations on factors that affect performance in a road-crossing training application for children using the CAVE”, International Conference on Learning and Collaboration Technologies, Greece, 91-101, 2014.
  • O. Bart, N. Katz, P. L. Weiss and N. Josman, “Street crossing by typically developed children in real and virtual Environments”, OTJR: Occupation, Participation and Health, 28(2), 89-96, 2008.
  • P. Maillot, A. Dommes, N. T. Dang and F. Vienne, “Training the elderly in pedestrian safety: transfer effect between two virtual reality simulation devices”, Accident Analysis & Prevention, 99, 161-170, 2017.
  • B. A. Morrongiello, M. Corbett, J. Beer and S. Koutsoulianos, “A pilot randomized controlled trial testing the effectiveness of a pedestrian training program that teaches children where and how to cross the street safely”, Journal of Pediatric Psychology, 43(10), 1147-1159, 2018.
  • D. C. Schwebel, J. Gaines, J. Severson, “Validation of virtual reality as a tool to understand and prevent child pedestrian injury”, Accident Analysis & Prevention, 40(4), 1394-1400, 2008.
  • I. T. Feldstein, G. N. Dyszak, “Road crossing decisions in real and virtual environments: A comparative study on simulator validity”, Accident Analysis & Prevention, 137, 105356, 2020.
  • D. C. Schwebel, L. A. McClure, “Using virtual reality to train children in safe street-crossing skills”, Injury Prevention, 16(1), 2010.
  • Y. Zhao, C. L. Bennett, H. Benko, E. Cutrell, C. Holz, M. R. Morris and M. Sinclair, “Enabling People with Visual Impairments to Navigate Virtual Reality with a Haptic and Auditory Cane Simulation”, 2018 CHI Conference on Human Factors in Computing Systems, Canada, 1-14, 2018.
  • N. Murphy, Virtual Reality as Navigation Tool: Creating Interactive Environments For Individuals With Visual Impairments, Master’s Theses, Kennesaw State University Science Computer Science, 2018.
  • S. Parsons, S. Cobb, “State-of-the-art of virtual reality technologies for children on the autism spectrum”, European Journal of Special Needs Education, 26(3), 355-366, 2011.
  • S. L. Lee and C. Y. Huang, “The effects of 3-D graphic-based virtual reality on the pedestrainized skills for elementary students with intellectual disabilities”, 18th Asian Conference on Mental Retardation, Taipei, Taiwan, 2007.
  • T. A. Clancy, J. J. Rucklidge, D. Owen, “Road-crossing safety in virtual reality: A comparison of adolescents with and without ADHD”. Journal of Clinical Child & Adolescent Psychology, 35(2), 203-215, 2006.
  • Y. K. Oua, Y. C. Liub, C. H. Linc, “Investigation of Road-crossing Safety Before and After Training for patient with Parkinson’s disease”, 19th Triennial Congress of the IEA, Melbourne, Australia, 9, 14, 2015.
  • B. Liu, Z. Wang, G. Song, G. Wu, “Cognitive processing of traffic signs in immersive virtual reality environment: An ERP study”, Neuroscience Letters, 485(1), 43-48, 2010.
  • A. D. Lukito, R. Sanjaya, H. Prasetya, ”Virtual Reality Game Education to Learn Traffic Regulation”, SISFORMA: Journal of Information Systems (e-Journal), 4(1), 7-11, 2017.
  • C. Proaño, C. Villacís, V. Proaño, W. Fuertes, M. Almache, M. Zambrano and F. Galárraga, “Serious 3D Game over a Cluster Computing for Situated Learning of Traffic Signals”, 2019 IEEE/ACM 23rd International Symposium on Distributed Simulation and Real Time Applications (DS-RT) , Italy, 1-10, 2019.
  • K. A. Şen, K. Nikbay ve B. T. Akgün, “Sürücüsüz Araç Trafiği ile Sürücü Davranışı İyileştirmeye Yönelik Bir Oyun: OKANOM”, Eleco 2014, Türkiye, 371-375, 2014.
  • L. Shao, Hand movement and gesture recognition using Leap Motion Controller, Virtual Reality, Course Report, 2016.
  • A. K. Guruji, H. Agarwal, D. K. Parsediya, “Time-efficient A* algorithm for robot path planning, Procedia Technology, 23, 144-149, 2016.
  • B. G. Witmer, C. J. Jerome, M. J. Singer, “The factor structure of the presence questionnaire”. Teleoperators &Virtual Environments, 14(3), 298-312, 2005.
  • S. Gökoğlu, Ü. Çakıroğlu, “Sanal Gerçeklik Temelli Öğrenme Ortamlarında Bulunuşluk Hissinin Ölçülmesi: Bulunuşluk Ölçeğinin Türkçe’ye Uyarlanması”, Eğitim Teknolojisi Kuram ve Uygulama, 9(1), 169-188, 2019.
  • Ş. Büyüköztürk, Sosyal Bilimler İçin Veri Analizi El Kitabı: İstatistik, Araştırma Deseni, SPSS Uygulamaları ve Yorum, Pegem A Yayıncılık, 40, Ankara, 2007.
  • B. G. Tabachnick, L. S. Fidell, Using Multivariate Statistics,5, United States: Pearson Education, Boston, 2013.
  • T. İçten, G. Bal, “Artırılmış gerçeklik üzerine son gelişmelerin ve uygulamaların incelenmesi”, Gazi Üniversitesi Fen Bilimleri Dergisi Part C: Tasarım ve Teknoloji, 5(2), 111-136, 2017.
  • T. İçten, G. Bal, “Artırılmış gerçeklik teknolojisi üzerine yapılan akademik çalışmaların içerik analizi”, Bilişim Teknolojileri Dergisi, 10(4), 401-415, 2017.
  • H. Zare, S. Niknami, A. Heidarnia, M. H. Fallah, “Traffic safety education for child pedestrians: A randomized controlled trial with active learning approach to develop street-crossing behaviors”, Transportation Research Part F: Traffic Psychology and Behaviour, 60, 734-742, 2019.
  • C. V. Zegeer, M. Bushell, “Pedestrian crash trends and potential countermeasures from around the world”, Accident Analysis & Prevention, 44(1), 3-11, 2012.
  • A. Meir, T. Oron-Gilad, Y. Parmet, “Are child-pedestrians able to identify hazardous traffic situations? Measuring their abilities in a virtual reality environment”, Safety Science, 80, 33-40, 2015.
  • G. Su, N. Li, Y. Yildiz, A. Girard, I. Kolmanovsky, “A traffic simulation model with interactive drivers and high-fidelity car dynamics”, IFAC-PapersOnLine, 51(34), 384-389, 2019.
  • R. Huang, C. Harris-Adamson, D. Odell, D. Rempel, “Design of finger gestures for locomotionin virtual reality”, Virtual Reality & Intelligent Hardware, 1(1), 1-9, 2019.
There are 45 citations in total.

Details

Primary Language Turkish
Subjects Computer Software
Journal Section Articles
Authors

Tarık İçten

Publication Date April 30, 2021
Submission Date September 7, 2020
Published in Issue Year 2021 Volume: 14 Issue: 2

Cite

APA İçten, T. (2021). Trafik Güvenliği Kurallarının ve İşaretlerinin Eğitimi için Etkileşimli 3B Sanal Ortam. Bilişim Teknolojileri Dergisi, 14(2), 191-206. https://doi.org/10.17671/gazibtd.791458