Virtual reality-based special child crossing behavior training specification making method, specification and training system

Abstract

The invention provides a virtual reality-based special child street-crossing behavior training specification making method aiming at the defects of unclear training field, unclear training step speed, unclear training duration and the like in special child street-crossing training. According to the invention, the differences of crossing actions, offset distances and the like of children in a real field and two virtual training fields are measured through physical experiments, and the dizziness occurrence time of experimental volunteers is investigated through a questionnaire survey mode, so that the training specifications of wide space field, normal walking and single training duration less than or equal to 10 minutes are formulated; therefore, a scientific training system comprising a scene module, a training module and an effect evaluation module is formed. According to the method, the training step speed, the site and the time length of the VR equipment for training the street crossing behavior of the special children are determined through a physical experiment, so that a training specification is formed, and the traffic safety awareness of the special children is promoted.

Description

Technical Field

[0001] The present invention relates to the fields of virtual reality, special education, and more specifically, to a method for formulating street crossing behavior training specifications for special children based on virtual reality, specifications, and a training system. Background Art

[0002] The ultimate goal of educating children with special needs is to help them integrate into mainstream society and lead happy lives. Travel training is crucial to this endeavor. Only when these children can travel safely can they truly have the opportunity to venture out freely, integrate into mainstream society, and realize their full potential.

[0003] Travel is transportation, which means traffic safety education is a top priority in travel training for children with special needs. However, existing traffic safety education for children with special needs has significant challenges: it primarily relies on lectures, supplemented by visual learning materials or simulated scenarios in on-campus function rooms. These skills are difficult to generalize to real-life street crossings, hindering their social adaptability and resulting in poor learning outcomes. Virtual simulations can effectively overcome these issues. This immersive, experiential learning approach can significantly address the lack of contextualization in special education schools.

[0004] However, the application of virtual reality (VR) technology to teach special children how to cross the street faces problems such as insufficient scenes and unclear standards. The scene problem can be solved according to the patent CN117635882A "Virtual pedestrian crossing scene generation method for special children's street crossing training", but there is no available results for the problem of standardized training.

[0005] It's generally assumed that after solving the virtual training scenario, students can be given virtual reality equipment and, through self-practice, naturally acquire street-crossing skills. However, this isn't the case in reality. Several issues limit the effectiveness of training: First, training duration. Most people experience dizziness after wearing VR glasses for a while, so we need to stop the experiment before pedestrians become dizzy. Second, there's the issue of street-crossing speed. Pedestrians can choose from a variety of speeds, including running, brisk walking, and normal walking, and these speeds can also be selected during virtual training. However, the challenge is that people's movements differ between virtual and real-world scenarios at different crossing speeds. We need to choose a speed that minimizes these differences. Finally, there's the issue of training venues. People's movements differ between virtual and real-world scenarios, so we need to choose a training venue that minimizes these differences.

[0006] Therefore, we urgently need to formulate standards for street crossing behavior training for special children to limit the training venue, training pace and training duration, and thus support the scientific training of special children. Summary of the Invention

[0007] In view of the shortcomings of street crossing training for special children, such as unclear training venues, training paces, and training duration, the present invention proposes a method for formulating street crossing behavior training standards for special children based on virtual reality, so as to formulate street crossing behavior training standards for special children and form a scientific training system. The steps of formulating street crossing behavior training standards for special children in the invention are as follows:

[0008] S1: Real-world pedestrian crossing site selection: Select a real and safe multi-lane pedestrian crossing in real life and measure basic elements such as lanes, road width, surrounding buildings, street trees, signs, and markings;

[0009] S2: Construction of a virtual street crossing scene: In the VR system, a virtual street crossing scene that is highly consistent with the real street crossing site selected in step S1 is constructed;

[0010] S3: Design of virtual training sites for street crossing behavior. Two virtual street crossing training sites were designed. One was a confined space site, where the experimental site was confined to a 120cm × 120cm area defined by four 60cm × 60cm square tiles. The other was an open space site, where the experimental site was confined to an open, flat area of ​​12m × 6m.

[0011] S4: Experimental volunteer selection and experimental design: Select at least 60 child volunteers who are color-blind, have normal hearing, and can walk normally. Have them cross real / virtual crosswalks at three speeds: normal walking, brisk walking, and normal running. Videos of the children crossing the street were recorded. A questionnaire was also designed to investigate the volunteers' feelings about crossing the street in the virtual scenarios.

[0012] S5: Experimental results measurement, measuring the pedestrian's street crossing action and deviation distance in each experiment. The street crossing action is defined by six parameters: upper arm raising angle, upper arm extension angle, forearm raising angle, thigh raising angle, calf raising angle, and wrist flat angle. The deviation distance refers to the lateral deviation distance relative to the initial forward direction after the pedestrian walks 7 meters;

[0013] S6: Measurement data analysis: Mann-Whitney U significance test was used to test the significance of children's street crossing movement parameters in the real and virtual environments, and the offset distances in different environments were compared;

[0014] S7: Formulate training standards. Select a set of parameter combinations with the smallest significant difference from step S6, find the conditions that lead to the smallest significant difference, and combine them with the investigation in step S4 to form training standards for special children's street crossing behavior.

[0015] Preferably, a method for formulating training specifications for special children's street crossing behavior based on virtual reality, in step S1, a real and safe multi-lane pedestrian crossing selected in real life should have more than or equal to 2 lanes to ensure that pedestrians have sufficient exposure time to cross the street so as to accurately measure their stable crossing movements; at the same time, it should be ensured that no vehicles pass during the experimental period to ensure the absolute safety of the experimental process, and experimental roads such as smart car test sites should be preferred.

[0016] Preferably, a method for formulating special children's street crossing behavior training specifications based on virtual reality, in step S2, the VR system is conventional VR glasses, and the software for constructing the virtual street crossing scene can be conventional software such as Unity 3D.

[0017] Preferably, a method for formulating training specifications for special children's street crossing behavior based on virtual reality, in step S3, the limited space venue is confined to a 120cm×120cm area determined by four 60cm×60cm square tiles, wherein the square tiles are only used to assist measurement. In the absence of such a venue, marking multiple positioning marks on a 1.2m×1.2m flat ground has the same effect; correspondingly, the open space venue is confined to a range of 12m×6m. If the ground is composed of the same tiles, these tiles can be regarded as positioning marking points, otherwise marking points need to be pasted on the ground to assist video measurement.

[0018] Preferably, a method for formulating training specifications for special children's street crossing behavior based on virtual reality, in step S4, the three paces of normal walking, fast walking and normal running refer to the experimental volunteers' own feelings, and are not limited to the specific speed range or size; during the experiment, there should be multiple safety officers at the experimental site to take protective work to ensure the safety of the experimental volunteers; the camera used to record the experimental process is a conventional camera, and the camera should always be parallel to the ground and follow the movement of the experimental volunteers to ensure that the side of the experimental volunteers can always be photographed.

[0019] Preferably, a method for formulating training specifications for special children's street crossing behavior based on virtual reality, in step S4, a questionnaire is used to investigate volunteers' feelings about crossing the street in a virtual scene, including 7 items: gender, age, concerns about equipment, how long dizziness occurs, and the perception of differences in crossing actions in virtual and real venues at different speeds (3 questions).

[0020] Preferably, a method for formulating training specifications for special children's street crossing behavior based on virtual reality, in step S5, refers to the relevant methods in patent "2023102096987" or the paper "Bicycle Control Riding / Pushing Posture Parameter Measurement Experiment" to measure pedestrian crossing movements.

[0021] Preferably, a method for formulating standards for special children's street crossing behavior training based on virtual reality is provided. In step S7, after analyzing step S6, it can be concluded that under certain conditions, the difference in pedestrian crossing movements in virtual and real venues is minimal. Combined with the time constraint obtained from the investigation in step S4, standards suitable for special children's street crossing behavior training can be formulated based on training duration, pace and venue.

[0022] Preferably, a method for formulating training specifications for special children's street crossing behavior based on virtual reality will form a special children's street crossing behavior scientific training system based on virtual reality after obtaining the training specifications. The system includes three modules, namely, a scenario module, a training module, and an effect evaluation module; the scenario module is used to store virtual crossing scenes used for special children's street crossing behavior training; the training module includes two parts, one is an introduction part, which reminds the subjects to train according to the training specifications before each training, especially to meet the requirements of training venue, training pace and training duration, and the other is the training part, which calls a scene from the scenario library each time for training; the evaluation module is an independent module, which is used to evaluate the traffic safety awareness of special children. It is a questionnaire including knowledge of three aspects: traffic safety behavior, safety attitude and safety cognition. It serves as a ruler to measure which children need to carry out traffic safety training and the effect after training over a period of time.

[0023] Compared with the existing technology, the beneficial effect of the technical solution of the present invention is that the present invention can determine the training pace, venue and duration of VR equipment used to train special children's street crossing behavior through physical experiments, and then form training standards to help improve the traffic safety awareness of special children. BRIEF DESCRIPTION OF THE DRAWINGS

[0024] Figure 1 Flowchart of the present invention.

[0025] Figure 2 are the posture parameters of each joint angle.

[0026] 1-6 are upper arm raising angle, upper arm backward extension angle, forearm raising angle, thigh raising angle, calf raising angle, and wrist flat angle. DETAILED DESCRIPTION

[0027] The accompanying drawings are for illustrative purposes only and are not to be construed as limiting this patent;

[0028] The technical solution of the present invention is further described below with reference to the embodiments.

[0029] To determine the training pace, training venue, and training duration for VR equipment used to train children with special needs in street crossing behaviors, and to formulate training standards, the following work was carried out:

[0030] Step S1: Select a real and safe two-way four-lane pedestrian crossing in real life and obtain data on basic elements such as lanes, road width, surrounding buildings, street trees, signs, and markings.

[0031] Step S2: In the VR simulator Oculus Quest2, a virtual crossing scene is constructed that is highly consistent with the real crossing site selected in step S1.

[0032] Step S3: Design two virtual street-crossing training sites. One is a confined space site, where the experimental site is confined to a 120 cm × 120 cm area defined by four 60 cm × 60 cm square tiles. The other is an open space site, where the experimental site is confined to an open, flat area of ​​12 m × 6 m and consists of 200 60 cm × 60 cm square tiles.

[0033] Step S4: 60 child volunteers with no color blindness, normal hearing, and normal walking ability were selected. They were assigned to one real-world crossing site and two virtual training sites, crossing real / virtual crosswalks at three speeds: normal walking, brisk walking, and normal running. Videos of the children's crossings were recorded. A questionnaire was also designed to investigate the volunteers' feelings about crossing the street in the virtual scenes. The questionnaire included seven items: gender, age, concerns about the equipment, duration of dizziness, recommended training duration, and perceived differences in crossing movements between the virtual and real sites at different speeds (three questions). The survey results showed that 76.5% of the volunteers experienced dizziness within 10-20 minutes of wearing VR glasses. Therefore, the duration of a single virtual training session should be limited to 10 minutes.

[0034] Step S5: Using established methods, pedestrians' street-crossing movements and offset distances were measured in each trial. The street-crossing movement was defined by six parameters: upper arm elevation angle, upper arm extension angle, forearm elevation angle, thigh elevation angle, calf elevation angle, and wrist flattening angle. The offset distance was the lateral deviation from the pedestrian's initial direction of travel after walking 7 meters. The mean offset distance for normal running was found to be greater than that for brisk walking, which was greater than that for normal walking, suggesting that normal walking may be a more suitable pace for street-crossing training.

[0035] Step S6: Use the Mann-Whitney U significance test method to conduct a significance test on the street-crossing actions of children in real and virtual environments. The results are shown in Tables 1 and 2 below. The results in the tables are p-values. P > 0.05 indicates no difference, 0.01 < P < 0.05 indicates a difference, and P < 0.01 indicates a significant difference. The street-crossing actions 1 to 6 refer to six parameters: the elevation angle of the upper arm, the posterior extension angle of the upper arm, the elevation angle of the lower arm, the elevation angle of the thigh, the elevation angle of the calf, and the flat wrist angle. Tables 1 and 2 clearly show that when an open space is selected as the training site and the trainer is restricted to walking normally, the difference in street-crossing actions between the virtual and real experiments is the least. Combining the analysis of the offset distance, the training site, walking speed, and duration of street-crossing training can be limited to an open space, normal walking, and 10 minutes.

[0036] Table 1. P-values for Testing the Differences in Street-Crossing Actions between Virtual and Real Experiments in an Open Space

[0037]

[0038] Table 2. P-values for Testing the Differences in Street-Crossing Actions between Virtual and Real Experiments in a Limited Space

[0039]

[0040] After obtaining the above training specifications, a scientific training system for the street-crossing behavior of special children based on virtual reality will be formed. The system includes three modules: a scene module, a training module, and an effect evaluation module. The scene module is used to store virtual street-crossing scenes for the training of special children's street-crossing behavior. The training module consists of two parts. The first is the introduction part, which reminds the subjects before each training that they should train according to the training specifications, especially meeting the requirements of the training site, training walking speed, and training duration. The second is the training part, which loads a scene from the scene library for training each time. The evaluation module is an independent module used to evaluate the traffic safety awareness of special children. It is a questionnaire covering three aspects of knowledge: traffic safety behavior, safety attitude, and safety cognition, serving as a yardstick to measure which children need to carry out traffic safety training and the effect after training for a period of time.

[0041] This invention proposes a method for developing street-crossing behavior training standards for children with special needs based on virtual reality. The method uses physical experiments to measure differences in children's street-crossing movements, offset distances, and other factors in one real-world and two virtual training venues. A questionnaire survey investigates the duration of dizziness experienced by experimental volunteers, and then develops training standards for open spaces, normal walking, and single training sessions of less than or equal to 10 minutes. This results in a scientific training system comprised of three modules: a scenario module, a training module, and an effect evaluation module. The method uses physical experiments to determine the training pace, venue, and duration of VR equipment used to train children with special needs in street-crossing behavior, thereby developing training standards to help improve traffic safety awareness among children with special needs.

[0042] Obviously, the above embodiments of the present invention are merely examples for the purpose of clearly illustrating the present invention, and are not intended to limit the embodiments of the present invention. Those skilled in the art will appreciate that other variations or modifications can be made based on the above description. It is not necessary and impossible to enumerate all embodiments here. Any modifications, equivalent substitutions, and improvements made within the spirit and principles of the present invention shall be included within the scope of protection of the claims of the present invention.

Claims

1. A method for formulating special children's street crossing behavior training standards based on virtual reality, characterized by: Through physical experiments, we defined the training venue, duration, and pace for using virtual reality equipment to train children with special needs in street crossing behavior. Furthermore, we developed street crossing behavior training standards for children with special needs, forming a scientific training system. The steps are as follows: S1: Real-world pedestrian crossing site selection: Select a real and safe multi-lane pedestrian crossing in real life and measure basic elements such as lanes, road width, surrounding buildings, street trees, signs, and markings; S2: Construction of a virtual street crossing scene: In the VR system, a virtual street crossing scene that is highly consistent with the real street crossing site selected in step S1 is constructed; S3: Design of virtual training sites for street crossing behavior. Two virtual street crossing training sites were designed. One was a confined space site, where the experimental site was confined to a 120cm × 120cm area defined by four 60cm × 60cm square tiles. The other was an open space site, where the experimental site was confined to an open, flat area of ​​12m × 6m. S4: Experimental volunteer selection and experimental design: Select at least 60 child volunteers who are color-blind, have normal hearing, and can walk normally. Have them cross real / virtual crosswalks at three speeds: normal walking, brisk walking, and normal running. Videos of the children crossing the street were recorded. A questionnaire was also designed to investigate the volunteers' feelings about crossing the street in the virtual scenarios. S5: Experimental results measurement, measuring the pedestrian's street crossing action and deviation distance in each experiment. The street crossing action is defined by six parameters: upper arm raising angle, upper arm extension angle, forearm raising angle, thigh raising angle, calf raising angle, and wrist flat angle. The deviation distance refers to the lateral deviation distance relative to the initial forward direction after the pedestrian walks 7 meters; S6: Measurement data analysis: Mann-Whitney U significance test was used to test the significance of children's street crossing movement parameters in the real and virtual environments, and the offset distances in different environments were compared; S7: Formulate training standards. Select a set of parameter combinations with the smallest significant difference from step S6, find the conditions that lead to the smallest significant difference, and combine them with the investigation in step S4 to form training standards for special children's street crossing behavior.

2. The method for formulating street-crossing behavior training standards for special children based on virtual reality according to claim 1, characterized in that: In step S1, a real and safe multi-lane pedestrian crossing is selected in real life, and the number of lanes should be greater than or equal to 2.

3. The method for formulating street-crossing behavior training standards for special children based on virtual reality according to claim 1, characterized in that: In step S2, the VR system is a conventional VR glasses, and the software for constructing the virtual street crossing scene is conventional software such as Unity 3D.

4. The method for formulating street-crossing behavior training standards for special children based on virtual reality according to claim 1, characterized in that: In step S3, the confined space is confined to a 120cm×120cm area defined by four 60cm×60cm square tiles. The square tiles are only used to assist in measurement. In the absence of such a site, marking multiple positioning marks on a 1.2m×1.2m flat ground has the same effect. Correspondingly, the open space is confined to a range of 12m×6m. If the ground is composed of identical tiles, these tiles can be regarded as positioning marking points. Otherwise, marking points need to be pasted on the ground to assist in video measurement.

5. The method for formulating street-crossing behavior training standards for special children based on virtual reality according to claim 1, characterized in that: In step S4, the three paces of normal walking, fast walking and normal running refer to the experimental volunteers' own feelings, and are not limited to a specific speed range or size; the camera used to record the experimental process is a conventional camera, and the camera should always be parallel to the ground and follow the movement of the experimental volunteers.

6. The method for formulating street-crossing behavior training standards for special children based on virtual reality according to claim 1, characterized in that: In step S4, a questionnaire was used to investigate the volunteers' feelings about crossing the street in the virtual scene. The questionnaire included seven items, including gender, age, concerns about the equipment, duration of dizziness, and the difference in perception of crossing movements in the virtual and real scenes at different speeds (three questions).

7. The method for formulating street-crossing behavior training standards for special children based on virtual reality according to claim 1, characterized in that: In step S7, the analysis of step S6 allows us to conclude that under certain conditions, the difference in pedestrian crossing movements between the virtual and real venues is minimal. Combined with the duration constraints obtained from the investigation in step S4, we can develop standards for street crossing behavior training for children with special needs based on training duration, pace, and venue.

8. The method for formulating street-crossing behavior training standards for special children based on virtual reality according to claim 1, characterized in that: Based on the experimental results, under the premise of selecting an open space as the training venue and restricting the trainees to normal walking, the differences in people's street crossing movements and offset distances in virtual and real experiments were minimized. Therefore, the venue, pace and duration of street crossing training were limited to an open space venue, normal walking and 10 minutes, and this was used as the training standard for special children's street crossing behavior based on virtual reality.

9. The method for formulating street-crossing behavior training standards for special children based on virtual reality according to claim 1, characterized in that: After obtaining the training specifications, a virtual reality-based scientific training system for special children's street crossing behavior was formed. The system consists of three modules: scenario module, training module, and effect evaluation module. The scenario module is used to store virtual street crossing scenarios for special children's street crossing behavior training. The training module consists of two parts. The first is the introduction part, which reminds the subjects before each training that they should train according to the training specifications, especially the requirements of the training venue, training pace and training duration. The second is the training part, which calls a scene from the scene library for training each time; the effect evaluation module is an independent module used to evaluate the traffic safety awareness of special children. It is a questionnaire covering three aspects of traffic safety behavior, safety attitude and safety cognition. It serves as a ruler to measure which children need traffic safety training and the effect after a period of training.

Images