Mejorar el comportamiento de los peatones mediante la realidad virtual: un estudio empírico

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Alicia López-Álvarez
Luca Piovano
Francisco Luque
Carlos De Aldama

Resumen

INTRODUCCIÓN: En los últimos años ha aumentado el número de peatones fallecidos en las vías urbanas, debido en gran medida a infracciones asociadas a sus comportamientos (por ejemplo, cruzar cuando el semáforo está en rojo). Se argumenta que estos comportamientos reflejan una falta de percepción del riesgo. Los programas de seguridad vial han tratado de concienciar a través de diversos métodos, utilizando muy a menudo experiencias emocionales impactantes (por ejemplo, testimonios de personas que han sufrido ellas mismas un accidente). Recientemente, la Realidad Virtual (RV) se ha desplegado con el objetivo de aumentar la eficacia de estos programas de seguridad. Estudios anteriores han demostrado el potencial de la RV para mejorar la seguridad de los peatones, especialmente cuando va acompañada de un debriefing y una reflexión crítica. MÉTODO: Un total de 43 participantes (M = 24,5 años; SD = 5,14; 65,12% mujeres) participaron en un estudio experimental con un diseño factorial 2x2 y medidas pre-post. Se les asignó aleatoriamente a uno de cuatro grupos (Experimentar un accidente en RV/Experimentar RV sin accidente; tener un debriefing tras la experiencia de RV/no tener un debriefing tras la experiencia de RV). Las medidas pre-post fueron de dos tipos, (a) medidas de autoinforme y (b) medidas de comportamiento en RV. Para analizar los datos se utilizaron análisis multivariantes de la varianza (MANOVA) y modelos lineales generales mixtos (GLMM). RESULTADOS Y DISCUSIÓN: Los principales resultados revelaron que (a) los participantes informaron de una reducción general en el número de infracciones de las normas, independientemente de la condición, y (b) hubo una reducción significativa en el número de infracciones cometidas en RV (es decir, cruzar cuando el semáforo está en rojo) en la condición en la que los participantes habían experimentado previamente un accidente. Estos resultados respaldan el potencial del uso de entornos de RV para mejorar el comportamiento relacionado con la seguridad de los peatones. Se delinean las implicaciones para futuras investigaciones.

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López-Álvarez, A., Piovano, L., Luque, F., & De Aldama, C. (2024). Mejorar el comportamiento de los peatones mediante la realidad virtual: un estudio empírico. Bordón. Revista De Pedagogía, 76(3), 99–123. https://doi.org/10.13042/Bordon.2024.100116
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Biografía del autor/a

Alicia López-Álvarez, Universidad Complutense de Madrid (España)

Master’s degree student in Educational Research master from the Complutense University of Madrid. She graduated in Early Childhood Education and Primary Education with a major in English. Her research has focused on the use of VR as an educational tool and its relation to road safety and pedestrian behavior.

Luca Piovano, Universidad Politécnica de Madrid (España)

PhD in Computer Science by the University of Turin (Italy). He is currently the scientifical director of the Virtual Reality and Data Visualization Department at the Centre for Energy Efficiency (CEDINT) of Polytechnic University of Madrid, where he has been working since 2012. He has participated in several R&D projects, funded at both national and European level, applying Virtual/Augmented Reality and Visual Analysis techniques, among the others, to: develop digital twins of buildings for monitoring their energy consumption; support new therapeutic strategies for the treatment of alcohol use disorders; simulate possible collisions between Vulnerable Road Users and vehicles in urban traffic scenarios; and prepare educational tools to learn about raw materials and their widespread usage in current society.

Francisco Luque, Universidad Politécnica de Madrid (España)

Telecommunications engineer with a master’s degree in Software and Communications Systems. He has worked as a technical researcher in the Virtual Reality and Data Visualization department in the Centre for Energy Efficiency (CEDINT-UPM) since his graduation in 2008. In this period, he has participated in numerous national and European projects where, being the main technical responsible of the group, he has gained great experience concerning 3D graphic engines, virtual reality systems, 3D modeling and texturing and code programming for the implementation of immersive experiences in the area of Virtual and Augmented Reality. Other skills include analysis and visualization of spatial temporal complex data using web based tools.

Carlos De Aldama, Universidad Complutense de Madrid (España)

PhD in Educational Psychology at Autonomous University of Madrid. He is Assistant Professor at the department of Research and Psychology in Education, Faculty of Education, Complutense University of Madrid. His interests are mainly focused on how digital technologies are reshaping the different dimensions of human nature and society. In particular, he has largely researched how to integrate them in educational settings to enhance meaningful learning and how this is linked with higher mental processes, such as reasoning and thought.

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