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

Abstract

Background: 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.

Keywords: VR; adolescent; awareness; distracted driving; driving education; game; gamification; inattention; intervention; mobile phone; novice drivers; risky driving; safety; smartphone; virtual reality.

Figure 1

Integration of theory of planned behavior constructs within the study’s educational materials. Between the Distracted Navigator VR game and the facilitated discussion, participants explored texting attitudes, subjective norms, and perceived behavioral control related to texting while driving behaviors in an attempt to ultimately impact behaviors. VR: virtual reality.

Figure 2

Mixed methods, pre- and postintervention, randomized controlled study design. Future and novice Michigan teen drivers were randomized at the group level to intervention or control groups in a 2:1 ratio. Following a baseline survey, intervention groups played Distracted Navigator and then participated in a facilitated discussion. They then completed a postprogram survey and engaged in a focus group on their experiences. The control group similarly completed a baseline survey before participating in a facilitated discussion without gameplay, followed by a postprogram survey and focus group. This group was then allowed a free play period with Distracted Navigator and finished by engaging in a brief additional focus group on their VR game experience. VR: virtual reality.