virtual reality: a strategy for child drowning prevention€¦ · drowning every year, and one in...
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PhD student Paola Araiza Alba*
Co-Authors Bernadette Matthews, Kate Simpson, Grace Strugnell, Jordy Kaufman*,
Therese Keane*, Sharon Chen*
The project is funded by the Victorian State Government’s Public Sector Innovation Fund
Virtual Reality: a strategy for child
drowning prevention
*
Background
Approximately 1.2 million people around the world die by drowning every year, and one in five are identified as children.
The World Health Organisation has recognised swimming and water safety education as priority to prevent drowning.
Drowning, is rank among the top 5 causes of death due to
injury in children between 5 and 10 years of age.
Roughly 80% of drowning incidents can be prevented
What is VR?
VR 360-degree video
Virtual Reality
Virtual Reality (VR) is one possible innovative solution to engage the community in water
safety.
VR learning experiences are engaging and allow students to immerse themselves in content
beyond what is possible in the real world (Snelling, 2016).
Research has suggested that videos with vivid graphics and increased interactivity are key
to effectively engaging learners with the content (Zhang, Zhou, Briggs, & Nunamaker, 2006)
Instructional theory states that direct participation helps learning. VR provides a way for
students to gain more direct experiences. This in turn increases the chance for
situated learning and transfer to real world skills and knowledge by ensuring the learning
environment is similar to situations in which it will be applied (Dede et al., 2017).
▪ How effective is VR as a tool for teaching about
water safety, compared with traditional teaching
mediums?
▪ How well do children retain water-safety knowledge
learned via VR after variable periods of time?
▪ Does VR provide a more engaging experience to
children learning about water safety, compared with
other teaching methods?
Aims
VIDEO
Method182 children aged 10-12 years
from two primary schools
VRPOSTER VIDEO
Process182 children aged 10-12 years
from two primary schools
VRPOSTER VIDEO
Poster
Reading Safety
Signs
Spotting a Rip
Surviving a Rip
Asking for help
Video
Session Topics:
1 WEEK
POST-SESSION
8 WEEKS
POST-SESSION
QUESTIONNAIRE
PRE-TEST
QUESTIONNAIRE
POST- TEST 1
IMMEDIATELY
POST-SESSION
1 WEEK
PRE-SESSION
Method
QUESTIONNAIRE
POST- TEST 2
QUESTIONNAIRE
POST- TEST 3
Other measurements:
Children (n=115) in all three
conditions improved and
maintained their water safety
knowledge from pre-session to
post- session (8 weeks).
Effectiveness
9 out of 10 participants in the VR session
increased their water safety knowledge.
Effectiveness
Participants in the VR sessions
reported significantly (p<0.001) higher
levels of interest and enjoyment than
participants in both the video and
poster sessions.
Levels of Interest & Enjoyment
91%VR
61%VIDEO
51%POSTER
VR
Feedback from the school
teachers (n=4) found VR
was a useful, engaging
and effective method of
learning.
Sense of presence
The results of the SofP Questionnaire showed that 84.7% of
the children in the VR group reported low to medium sense
of presence and that only 15.2% reported high levels of
presence in the VR experience.
To sum up
VR is an effective, safe and
engaging way to teach children
about coastal water safety hazards
without the potential physical risk
involved.
VR is an effective tool for
self-directed learning.
It is a useful learning tool to teach
students about high risk activities
without needing an expert to deliver
the learning content.
Future ideas
✓ Transfer of learning
✓ VR Interactive experiences
✓ Waterproof headsets
Paola Araiza Alba
@paolaraiza
Thank you - Immerse yourself now!
www.lsv.com.au/vr