Innovative Virtual Reality Application for Road Safety Education of Children in Urban Areas

  • Taha RideneEmail author
  • Laure Leroy
  • Safwan Chendeb
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9475)


In order to make children develop good safety habits on the streets, it is very important to educate them on this subject at an early age. The technological advancements allow the creation of applications for training assistance and support. Virtual Reality and Augmented Reality are some of the best suitable scientific domains for successful training applications. In this paper, we present an innovative application for child risk prevention and education in urban are as; this one is based on a collaborative Research & Technologies platform which refers to the dynamic simulation of a city containing artificial intelligence and behavior modeling for pedestrians, crowds, vehicles and traffic in 3D visual and audio environment. We propose an interactive scenario for child risk education and prevention. We experiment it in an autonomous city (Paris) represented in a virtual environment and including artificial intelligence. This scenario takes into account the social implication and the relation between real and virtual actors.


Virtual Reality Virtual Reality Environment Advance Driver Assistance System Conversational Agent Voice Command 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. 1.
    Lavaud, J.: Enfants victimes d’accidents de la circulation. Évolution 375, 2885 (1995)Google Scholar
  2. 2.
    Burkhardt, J.M., Lourdeaux, D., Mellet-dHuart, D.: La réalité virtuelle pour lapprentissage humain. Le traité de la réalité virtuelle, vol. 4 (2006)Google Scholar
  3. 3.
    Dede, C., Salzman, M.C., Loftin, R.B.: Maxwellworld: learning complex scientific concepts via immersion in virtual reality. In: Proceedings of the 1996 International Conference on Learning Sciences, International Society of the Learning Sciences, pp. 22–29 (1996)Google Scholar
  4. 4.
    Malik, E., Martin, B., Pecci, I., Vivian, R.: Le retour de force: une aide à lapprentissage des mathématiques pour les enfants déficients visuels. In: Proceedings of JIM, pp. 126–135 (2001)Google Scholar
  5. 5.
    Winn, W.: The impact of three-dimensional immersive virtual environments on modern pedagogy. University of Washington, Human Interface Technology Laboratory, Seattle, WA (1997)Google Scholar
  6. 6.
    Stanney, K., Salvendy, G.: Aftereffects and sense of presence in virtual environments: formulation of a research and development agenda. Int. J. Hum. Comput. Interact. 10, 135–187 (1998)CrossRefGoogle Scholar
  7. 7.
    Adams, N., Lang, L.: Vr improves motorola training program-vr helps one company administer its advanced training course on operating robotic assembly lines to more sites. AI Expert 10, 13–14 (1995)Google Scholar
  8. 8.
    Byrne, C.M.: Water on tap: the use of virtual reality as an educational tool. Ph.D. thesis, University of Washington, Washington DC (1996)Google Scholar
  9. 9.
    Gay, E., Greschler, D.: Is virtual reality a good teaching tool. Virtual Reality Spec. Rep. 1, 51–59 (1994)Google Scholar
  10. 10.
    Merickel, M.L.: The relationship between perceived realism and the cognitive abilities of children. J. Res. Comput. Educ. 26, 371–381 (1994)CrossRefGoogle Scholar
  11. 11.
    Meir, A., Parmet, Y., Oron-Gilad, T.: Towards understanding child-pedestrians hazard perception abilities in a mixed reality dynamic environment. Transp. Res. Part F: Traffic Psychol. Behav. 20, 90–107 (2013)CrossRefGoogle Scholar
  12. 12.
    Simpson, G., Johnston, L., Richardson, M.: An investigation of road crossing in a virtual environment. Accid. Anal. Prev. 35, 787–796 (2003)CrossRefGoogle Scholar
  13. 13.
    Charron, C., Festoc, A., Guéguen, N.: Do child pedestrians deliberately take risks when they are in a hurry? an experimental study on a simulator. Transp. Res. Part F Traffic Psychol. Behav. 15, 635–643 (2012)CrossRefGoogle Scholar
  14. 14.
    Schwebel, D.C., McClure, L.A.: Using virtual reality to train children in safe street-crossing skills. Inj. Prev. 16, e1–e1 (2010)CrossRefGoogle Scholar
  15. 15.
    Schwebel, D.C., Gaines, J., Severson, J.: Validation of virtual reality as a tool to understand and prevent child pedestrian injury. Accid. Anal. Prev. 40, 1394–1400 (2008)CrossRefGoogle Scholar
  16. 16.
    McComas, J., MacKay, M., Pivik, J.: Effectiveness of virtual reality for teaching pedestrian safety. CyberPsychol. Behav. 5, 185–190 (2002)CrossRefGoogle Scholar
  17. 17.
    Thomson, J.A., Tolmie, A.K., Foot, H.C., Whelan, K.M., Sarvary, P., Morrison, S.: Influence of virtual reality training on the roadside crossing judgments of child pedestrians. J. Exp. Psychol. Appl. 11, 175 (2005)CrossRefGoogle Scholar
  18. 18.
    Maïano, C., Therme, P., Mestre, D.: Affective, anxiety and behavioral effects of an aversive stimulation during a simulated navigation task within a virtual environment: a pilot study. Comput. Hum. Behav. 27, 169–175 (2011)CrossRefGoogle Scholar
  19. 19.
    Hoorn, J.F., Konijn, E.A.: Perceiving and experiencing fictional characters: an integrative account1. Japan. Psychol. Res. 45, 250–268 (2003)CrossRefGoogle Scholar
  20. 20.
    Milgram, S.: Behavioral study of obedience. J. Abnorm. Soc. Psychol. 67, 371 (1963)CrossRefGoogle Scholar
  21. 21.
    Frasson, C., Mengelle, T., Aïmeur, E., Gouardères, G.: An actor-based architecture for intelligent tutoring systems. In: Lesgold, A.M., Frasson, C., Gauthier, G. (eds.) ITS 1996. LNCS, vol. 1086, pp. 57–65. Springer, Heidelberg (1996) CrossRefGoogle Scholar
  22. 22.
    Bourgois, L., Auberlet, J.M.: Pedestrian agent based model suited to heterogeneous interactions overseen by perception. In: Weidmann, U., Kirsche, U., Schreckenberg, M. (eds.) Pedestrian and Evacuation Dynamics 2012, pp. 847–859. Springer, Heidelberg (2014)CrossRefGoogle Scholar
  23. 23.
    Bourgois, L., Saunier, J., Auberlet, J.M.: Towards contextual goal-oriented perception for pedestrian simulation. In: ICAART 2012: 4th International Conference on Agents and Artificial Intelligence, p. 6 (2012)Google Scholar
  24. 24.
    Campano, S., Sabouret, N., De Sevin, E., Corruble, V.: The resource approach to emotion. In: Proceedings of the 11th International Conference on Autonomous Agents and Multiagent Systems, International Foundation for Autonomous Agents and Multiagent Systems, vol. 3, pp. 1191–1192 (2012)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.U2ISEnsta ParisTechPalaiseauFrance
  2. 2.Paris 8 UniversitySaint-DenisFrance

Personalised recommendations