Training children in pedestrian safety: distinguishing gains in knowledge from gains in safe behavior.
Training children in pedestrian safety: distinguishing gains in knowledge from gains in safe behavior.
复制标题
对儿童进行行人安全培训：区分知识的收获和安全行为的收获。
DOI：
10.1007/s10935-014-0341-8
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
McClure,LeslieA
中科院分区：
文献类型：
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作者：
Schwebel,DavidC;McClure,LeslieA
行人受伤是儿童发病率和死亡率的主要原因。最近的证据表明，在虚拟行人环境中的训练可能会提高儿童的过街技能，但可能不会传达有关在街道环境中的安全知识。我们假设（a）儿童通过视频/软件/互联网网站获得行人安全知识，而不是通过虚拟行人环境或其他策略进行训练;（B）行人安全知识在训练前后都与行人安全行为相关;以及（c）知识的增加将与在街边地点单独训练的儿童的安全行为的增加相关联，而不是那些通过其他策略训练的人。我们分析了一项评估行人安全培训的随机对照试验的数据。我们将240名7-8岁的儿童随机分配到四种训练条件之一：视频/软件/互联网，虚拟现实（VR），个性化街边指导或无接触控制。在两车道双向中间街区位置的虚拟和现场模拟过街评估了基线、训练后和6个月随访时的行人行为。行人的知识进行了口头评估的所有三个场合。通过视频/软件/互联网培训的儿童以及单独培训的儿童在培训后相对于其他组的儿童表现出知识的增加（p < 0.01）。行人安全知识和行人行为之间的相关性大多不显着。从干预前到干预后，知识变化和行为变化之间的相关性也不显著，无论是在整个样本中还是在各种条件下。使用视频/软件/互联网培训的儿童获得了知识，但没有改变他们的行为。单独训练的儿童在知识和更安全的行为方面都有所收获。接受过训练的儿童实际上获得了更安全的行为，但没有获得知识。如果VR用于培训，视频/互联网等工具可能会有效地补充培训。我们发现知识和行为之间几乎没有联系，知识和行为的变化之间也没有联系。行人安全知识和安全行人行为可能是正交结构，应考虑独立的研究和培训目的。
Pedestrian injuries contribute greatly to child morbidity and mortality. Recent evidence suggests that training within virtual pedestrian environments may improve children’s street crossing skills, but may not convey knowledge about safety in street environments. We hypothesized that (a) children will gain pedestrian safety knowledge via videos/software/internet websites, but not when trained by virtual pedestrian environment or other strategies; (b) pedestrian safety knowledge will be associated with safe pedestrian behavior both before and after training; and (c) increases in knowledge will be associated with increases in safe behavior among children trained individually at streetside locations, but not those trained by means of other strategies. We analyzed data from a randomized controlled trial evaluating pedestrian safety training. We randomly assigned 240 children ages 7–8 to one of four training conditions: videos/software/internet, virtual reality (VR), individualized streetside instruction, or a no-contact control. Both virtual and field simulations of street crossing at 2-lane bi-directional mid-block locations assessed pedestrian behavior at baseline, post-training, and 6-month follow-up. Pedestrian knowledge was assessed orally on all three occasions. Children trained by videos/software/internet, and those trained individually, showed increased knowledge following training relative to children in the other groups (ps < 0.01). Correlations between pedestrian safety knowledge and pedestrian behavior were mostly non-significant. Correlations between change in knowledge and change in behavior from pre- to post-intervention also were non-significant, both for the full sample and within conditions. Children trained using videos/software/internet gained knowledge but did not change their behavior. Children trained individually gained in both knowledge and safer behavior. Children trained virtually gained in safer behavior but not knowledge. If VR is used for training, tools like videos/internet might effectively supplement training. We discovered few associations between knowledge and behavior, and none between changes in knowledge and behavior. Pedestrian safety knowledge and safe pedestrian behavior may be orthogonal constructs that should be considered independently for research and training purposes.