危険予知トレーニング教材の提示刺激の差異と危険予知の関連

抄録

  This study clarified the relationship between differences in the presentation stimuli (i.e., still images, videos, virtual reality (VR)) used in hazard prediction training and hazard prediction among nursery school students. The study subjects were 93 nursery school students, who were divided into three groups: still image (30 students), video (32 students), and VR (31 students) viewing groups. The grouping was done after measuring the participants’ risk sensitivity using the Risk Sensitivity Scale in advance to ensure no differences among the groups. First, each group viewed the presentation stimuli, and their perception of hazards (A) and sense of presence were measured. To examine memory retention regarding hazard perception, participants were then asked to recall the presentation stimuli one week later, and their perception of hazards (B) was measured. The analysis revealed that the VR viewing group scored significantly higher in hazard perception compared to the other groups, with similar results observed in memory retention. These findings suggest that learning in an environment that closely approximates real-life situations through physical activity may enhance hazard prediction among nursery school students.