scholarly journals Using Virtual Reality to Assess the Street Crossing Behavior of Pedestrians With Simulated Macular Degeneration at a Roundabout

2018 ◽  
Vol 5 ◽  
Author(s):  
Haojie Wu ◽  
Daniel H. Ashmead ◽  
Haley Adams ◽  
Bobby Bodenheimer
Keyword(s):  
Virtual Reality ◽  
Macular Degeneration ◽  
Street Crossing

scholarly journals Pedestrians, Automobiles, and Cell Phones; Examining the Effects of Divided Attention and Aging in a Realistic Virtual Reality Street Crossing Task

2011 ◽  
Vol 11 (11) ◽  
pp. 98-98
Author(s):  
M. Neider ◽  
J. Gaspar ◽  
J. McCarley ◽  
J. Crowell ◽  
H. Kaczmarski ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Divided Attention ◽  
Cell Phones ◽  
Street Crossing

scholarly journals VIRTUAL REALITY MEDICAL EDUCATION PROJECT ENHANCES EMPATHY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S298-S299
Author(s):  
Marilyn R Gugliucci
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Virtual Reality ◽  
Hearing Loss ◽  
Medical Students ◽  
New England ◽  
Macular Degeneration ◽  
Hand Tracking ◽  
Care Utilization ◽  
Adult Health

Abstract Introduction: It is particularly important that innovative learning modalities are utilized to augment medical students’ learning about empathy in relation to older adult health care. As the older population increases and lives longer, their health care utilization is predicted to increase dramatically. Methods: 1st year osteopathic medical students (N=174) at the University of New England were required to complete the National Network of Libraries of Medicine (NN/LM) New England Region (NER) grant funded Embodied Labs’ “We Are Alfred” Virtual Reality (VR) module (15 min) and a pre/post-test. The students assumed the role of Alfred, a 74 y/o African American male with macular degeneration and hearing loss. “We Are Alfred” utilizes a virtual reality headset, headphones, and a hand-tracking device to immerse students into Alfred’s experiences as a patient. Descriptive statistics and t-tests were applied for data analyses. Results: Learning was broad and significant: 94% reported increased empathy; 92% reported increased learning about macular degeneration; and 90% reported increased learning about hearing loss. Qualitative data collected from the pre-tests and post-tests supported learning on empathy with 4 associated themes (Personal Experiences, Perceptions of Older Adults, Thoughts about Health, Descriptors of Aging).. Conclusion: Virtual reality was deemed a successful medical education learning tool for these medical students. Utilizing this technology to create an immersive case study taught these medical students about the aging experience from the first-person patient perspective.

scholarly journals Using virtual reality to train children in safe street-crossing skills

2010 ◽  
Vol 16 (1) ◽  
pp. e1-e1 ◽  
Author(s):  
D. C. Schwebel ◽  
L. A. McClure
Keyword(s):  
Virtual Reality ◽  
Street Crossing

Virtual Reality for Teaching Street Crossing Skills to Children with Autism

2006 ◽  
Author(s):  
Hadass Milika Ben-Chaim ◽  
Naomi Josman ◽  
Shula Friedrich ◽  
Patrice L. Weiss
Keyword(s):  
Virtual Reality ◽  
Children With Autism ◽  
Street Crossing

A Virtual-Reality Approach for the Assessment and Rehabilitation of Multitasking Deficits

2020 ◽  
pp. 800-811
Author(s):  
Otmar Bock ◽  
Uwe Drescher ◽  
Wim van Winsum ◽  
Thomas F Kesnerus ◽  
Claudia Voelcker-Rehage
Keyword(s):  
Virtual Reality ◽  
Driving Simulator ◽  
Virtual Reality Technology ◽  
Street Crossing ◽  
Neurological Patients ◽  
Valid Assessment ◽  
Virtual City ◽  
Task Conditions ◽  
Pedestrian Street ◽  
And Training

Virtual reality technology can be used for ecologically valid assessment and rehabilitation of cognitive deficits. This article expands the scope of applications to ecologically valid multitasking. A commercially available driving simulator was upgraded by adding an ever-changing sequence of concurrent, everyday-like tasks. Furthermore, the simulator software was modified and interfaced with a non-motorized treadmill to yield a pedestrian street crossing simulator. In the latter simulator, participants walk on through a virtual city, stop at busy streets to wait for a gap in traffic, and then cross. Again, a sequence of everyday-like tasks is added. A feasibility study yielded adequate “presence” in both virtual scenarios, and plausible data about performance decrements under multi-task compared to single-task conditions. The present approach could be suitable for the assessment and training of multitasking skills in older adults and neurological patients.

Street Crossing by Typically Developed Children in Real and Virtual Environments

2008 ◽  
Vol 28 (2) ◽  
pp. 89-96 ◽  
Author(s):  
Orit Bart ◽  
Noomi Katz ◽  
Patrice L. Weiss ◽  
Naomi Josman
Keyword(s):  
Virtual Reality ◽  
Low Cost ◽  
Real Life ◽  
Training Group ◽  
After School ◽  
Control Group ◽  
The Real ◽  
Street Crossing ◽  
Before And After ◽  
Serious Injury

Independent street crossing is a necessary skill for children to have so they can engage in different occupations and complete tasks such as arriving at school or after-school activities. Without the appropriate opportunities to practice and master street crossing, children's participation will be incomplete and they will not be able to attain their physical, emotional, and intellectual potentials. Training children in safe street crossing is especially important because pedestrian injury is the second leading cause of death and serious injury among children between 5 and 14 years old. The existing methods for teaching children how to cross a street safely are difficult to transfer to real-life situations. The purpose of the current study was to evaluate the effectiveness of a virtual reality environment in teaching children how to cross a street safely. Eighty-six typical children (55 girls and 31 boys) between 7 and 12 years old participated in the study. The children who failed the virtual reality test were randomly assigned to training and control groups. The children were observed while crossing a real street and tested within the virtual environment both before and after the virtual reality training. Results indicate that children in the training group significantly improved their street crossing abilities in both the virtual reality simulation and the real street crossing in comparison to the control group. Street crossing became safer with increasing age, but no differences were found between boys and girls. This low-cost and readily available street crossing simulation had a positive effect on children's street crossing behavior in the real environment and on their self-reported satisfaction. These results provide support for the potential of training in a virtual street crossing simulation to transfer to actual street crossing.

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