Evaluating a Virtual Reality Game to Enhance Teen Distracted Driving Education: Mixed Methods Pilot Study

dc.contributor.authorPeterson, Colleen M.
dc.contributor.authorVisclosky, Timothy
dc.contributor.authorFlannagan, Carol A.
dc.contributor.authorMahajan, Prashant
dc.contributor.authorGabanyicz, Andrew
dc.contributor.authorBouchard, Jean-Jacques
dc.contributor.authorCervantes, Vincent
dc.contributor.authorGribbin, William
dc.contributor.authorNobuhide Hashikawa, Andrew
dc.contributor.departmentMedicine, School of Medicine
dc.date.accessioned2025-01-22T08:47:27Z
dc.date.available2025-01-22T08:47:27Z
dc.date.issued2024-11-26
dc.description.abstractBackground: Inexperienced adolescent drivers are particularly susceptible to engaging in distracted driving behaviors (DDBs) such as texting while driving (TWD). Traditional driver education approaches have shown limited success in reducing motor vehicle crashes among young drivers. Objective: We tested an innovative approach to help address the critical issue of DDB among teenagers. We investigated the effectiveness of using a novel virtual reality (VR) game "Distracted Navigator" to educate novice teenage drivers about DDB. Methods: The game consisted of maneuvering a spaceship around asteroids while engaging in simulated DDB (eg, inputting numbers into a keypad). A physician-facilitated discussion, based on the theory of planned behavior, linked gameplay to real-life driving. Teenagers were recruited for the in-person study and randomly assigned at the block level to intervention (VR gameplay or discussion) and control groups (discussion only), approximating a 2:1 ratio. Unblinded, bivariate statistical analyses (all 2-tailed t tests or chi-square tests) and regression analyses measured programming impact on TWD-related beliefs and intentions. Content analysis of focus group interviews identified thematic feedback on the programming. Results: Of the 24 participants, 15 (63%) were male; their ages ranged from 14 to 17 (mean 15.8, SD 0.92) years, and all owned cell phones. Compared to the control group (n=7, 29%), the intervention group (n=17, 71%) was more likely to report that the programming had positively changed how they felt about texting and driving (?218=-8.3; P=.02). However, specific TWD attitudes and intentions were not different by treatment status. Irrespective of treatment, pre- and postintervention scores indicated reduced confidence in safely TWD (ie, perceived behavioral control; β=-.78; t46=-2.66; P=.01). Thematic analysis revealed the following: (1) the VR gameplay adeptly portrayed real-world consequences of texting and driving, (2) participants highly valued the interactive nature of the VR game and discussion, (3) both the VR game and facilitated discussion were deemed as integral and complementary components, and (4) feedback for improving the VR game and discussion. Conclusions: Our findings show that the novel use of immersive VR experiences with interactive discussions can raise awareness of DDB consequences and is a promising method to enhance driving safety education. The widespread accessibility of VR technology allows for scalable integration into driver training programs, warranting a larger, prospective, randomized study.
dc.eprint.versionFinal published version
dc.identifier.citationPeterson CM, Visclosky T, Flannagan CA, et al. Evaluating a Virtual Reality Game to Enhance Teen Distracted Driving Education: Mixed Methods Pilot Study. JMIR Form Res. 2024;8:e60674. Published 2024 Nov 26. doi:10.2196/60674
dc.identifier.urihttps://hdl.handle.net/1805/45342
dc.language.isoen_US
dc.publisherJMIR
dc.relation.isversionof10.2196/60674
dc.relation.journalJMIR Formative Research
dc.rightsAttribution 4.0 Internationalen
dc.rights.urihttps://creativecommons.org/licenses/by/4.0
dc.sourcePMC
dc.subjectSafety
dc.subjectVirtual reality
dc.subjectVR
dc.subjectDistracted driving
dc.subjectIntervention
dc.subjectInattention
dc.subjectSmartphone
dc.subjectNovice drivers
dc.subjectRisky driving
dc.subjectMobile phone
dc.subjectAwareness
dc.subjectGame
dc.subjectDriving education
dc.subjectGamification
dc.subjectAdolescent
dc.titleEvaluating a Virtual Reality Game to Enhance Teen Distracted Driving Education: Mixed Methods Pilot Study
dc.typeArticle
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