April 12, 2023 Research Project Reporting Program

２３２１A

Education activities for solving
transportation problems in HighSchools in Mountainous Areas

PL Yuto Kitamura (Graduate School of Education,
The University of Tokyo)Project Members
Yuto Kitamura (Professor, Graduate School of Education, The University of Tokyo) Education 【Project Leader】
Kenji Doi (Professor, Department of Global Architecture, Graduate School of Engineering, Osaka University) Urban Transportation Planning
Nagahiro Yoshida (Associate Professor, Graduate School of Engineering, Osaka Metropolitan University) Traffic Engineering
Shunsuke Managi (Professor, Department of Urban and Environmental Engineering, Graduate School of Engineering, Kyushu University) Economics
Nobuaki Omori (Professor, School of Regional Design, Utsunomiya University) Urban Transportation Planning
Naoya Kanda (President, Tohoku University of Community Service and Science) Traffic Psychology
Jun Kawaguchi (Associate Professor, The College of Education, University of Tsukuba) Pedagogics
Hiroshi Nakai (Associate Professor, Graduate School of Human Sciences, Osaka University) Traffic Psychology
Tadanori Yamaguchi (Professor, Faculty of Human Sciences, Osaka International University) Traffic Psychology
Takeru Shibayama (Senior Scientist, Institute of Transportation, Vienna University of Technology) Transportation Policy Planning and Formation
Yusuke Okuyama (General Manager, Kuroi Traffic Education Center, Kuroi Industry Corporation) Traffic Safety Education
Kento Yoh (Assistant Professor, Department of Global Architecture, Graduate School of Engineering, Osaka University) Urban Transportation Planning
Hiroto Inoi (Associate Professor, Department of Civil Design and Engineering, School of Sustainable Design, University of Toyama) Urban
Transportation Planning
Eri Yamazaki (Lecturer, Center for Global Education and Discovery, Sophia University) Education
Yuko Kishikami (Assistant Professor, Faculty of Engineering, Kyushu University) Environmental Policy
Chou Chun Chen (2nd year Ph.D. student, Graduate School of Engineering, Osaka University) Urban Transportation Planning
Fumiya Ishigamori (2nd year Master's student, Graduate School of Engineering, Osaka Metropolitan University)Traffic Engineering
Ryo Sugawara (Principal, Osaka prefectural Toyonaka high school Nose branch)
Masashi Kaminishi (Teacher, Osaka prefectural Toyonaka high school Nose branch, Regional Attraction Club Advisor)
Toshiyuki Kumade (Nose Town Hall, Toyono-gun, Osaka, General Affairs Division Manager)
Tomoya Yatate (Nose Town Hall, Toyono-gun, Osaka, General Affairs Division)
Tomoki Ehara (Representative Director, Nose Toyono Town Development)
Katsuji Nagai (Regional Service Development Department, Nose and Toyono Town Development)Purpose of the Study• By providing high school students at the Nose Branch of Osaka
Prefectural Toyonaka High School, which faces many safety issues
unique to mountainous areas, with a new means of transportation
called e-bikes, we aim to improve their problem-solving skills by
supporting their learning about transportation, and to develop
solutions to regional issues as a whole. The project will also aim todevelop the e-bike as a solution to overall regional issues.
• It is expected that high school student-centered efforts will lead toincreased awareness of the issues among local residents, such as
the "Association to Support High Schools in Nose," and raiseawareness of traffic safety, as well as the development of models
that can be applied in other regions.

Osaka Prefectural Toyonaka High School - Nose Branch

Nose Branch High School Area (from Google Map)

Nose Town (wide area map, from
Google Map)

Nose Branch High School(Photo taken on September
22, 2021)

4

Research Overview• Traffic engineering approach:
Actual driving behavior was measured and verified from safety andhealth perspectives, and the results were shared at the workshop.
• Urban and transportation planning approach:
The status of school routes and safety measures were verified throughworkshops.
• A pedagogical approach:
The educational effectiveness of the project is verified by measuring
the change in knowledge, awareness, and behavior related to traffic
safety as a result of acquiring new means of transportation.
• An Environmental Economics Approach:Measure and visualize the effect of e-bike use on the amount of time
students and their families are restrained and on the increase or
decrease in greenhouse gas emissions.

Aim of the Research
Gaining
perspective and
WS Theme

Before joining
WS
How to use yourbicycle safely

Improvingtransportation
systems using
bicyclesAbility to acquire roles at the stage of acquiring perspectives on traffic
Level0

Self-centeredrole acquisition

They are not caring in any transportation other than the
one they are currently using, and they have no
information on other transportation.

Level
1

Subjective roleacquisition

While grasping other transportation, they seek the

Level
2

Improving the roadenvironment for thesafe use of bicycles

6

Level
3

Level
4

convenience of only their own transportation.
They understand that their transportation are different
Second-person correspondence from others, and they understand their relationship withrole acquisition
others (safety).

Third-person correspondencerole acquisition

Role acquisition ofGeneralized others

Students can grasp the characteristics of othertransportation, and can understand the advantages,
disadvantages, and views of their own and other meansof transportation.

In addition to bicycles, students can grasp theadvantages, disadvantages, roles, and limitations ofeach mode of transportation in the entire system andconsider improvement proposals.

Attempt to reach Level 4 perspective through a series of workshops

Development of previous workshops

FY 2021

FY 2022

FY 2023

Practical
skill
Hard
Soft

Traffic safety course(Suzuka)

Traffic safety course(Suzuka)

Infrastructure WS(Osaka Univ.)

Infrastructure WS(Osaka Univ.)

Road Environment Studywith Local Residents

Traffic safety WS(Osaka Metropolitan U)

Traffic Safety Education for
Junior High School Students
Traffic Safety Education

Town Planning WS(Osaka Univ.)

Study of e-bike utilization

Traffic safety WS(Osaka Metropolitan U)

Utilization
For their own safeuse.

For safe use in thecommunity

1. A case study of behavior change
related to the safe use of bicycles byhigh school students using naturalistic
dataResearch Objectives
Objective: To clarify the process of behavior change through the implementation of
traffic safety education

Education: Implementation of
traffic safety workshops

Psychology: grasp internal
factors

Action: Verification of
actual behavior

Objective

Verification oflearning effects

Examination of the internal
factors of behavior change

Verification of the degree of
behavior change

Evaluation

RubricQuestionnaire

Naturalistic Data
(Video and log data)

TheoryInquiry-based learningmodel 1)

Comprehensive Behavior
Change Model 1)
1) Adopted systematically organized by the Norwegian Road Safety Council

How to obtain naturalistic data

360-degree
cameraRAM Mounts

Speed sensor

Cadence sensor

Wristwatch
type
heart ratemonitor

Cycle Computers

SurveyPeriodNovember 2021 ~ December 2023

Total amount Total 18 (10 males / 8 females), 2064.5 km, 133.6 hoursof data
Methodology
Acquireddata
Perspective

As a general rule, each student spends 5 days (going to and from school) andcommutes to school with a measuring device attached.
Video, position, height, speed, cadence, number of heartbeats

10ü

Analysis of changes in the frequency of actions (7 items) by counting actual actions (explained on p. 7)

üAnalysis of changes in behavioral indicators using log data (speed, heart rate, etc.) (explained on p.8)

üExtraction of video clips of safe and dangerous behaviors for use in WS

Example Data ①: Failing to hook-turn (both groups)

Example Data ②: Driving on the sidewalk at 10 km/h or more (both groups)

Example Data ③: Stopping at stops (A-group only)Example Data ④: Consideration of methods to avoid danger (bothgroups)Behavior change index (1): Frequency of behavior counted and calculated
from videos
12 items to countunit① Wearing a helmet

Trip② Number of trips withoutearphones

Frequency of action for 7 items
calculatedunit

Traveling items

1. Helmet wearing rate（①/⑨）

%

time

%

③ Number of stop signcompliance2. Percentage of non-wearing
earphones（②/⑨）

Trip

%

④ Number of Signal
Compliance Counts

3. Rate of driving on the left side of
the roadway（1-(⑦+⑧)/⑩）time

4. Signal Compliance Rate（④/⑫）

Times/Spots⑤ Hazard avoidance behavior
toward carstime

5. Stop sign compliance rate（③/⑪）

Times/Spots⑥ Number of road crossingstime

Times/Trip⑦ Driving time on the rightside of the roadway

6. Frequency of practicing hazard
avoidance behavior（⑤/⑨）

time

7. Frequency of road crossings（⑥/⑨）

Times/Trip⑧ Sidewalk driving time
Commuterdata⑨ Number of trips

seconds
Trip⑩ Video time

seconds⑪ Total number of stop signs

spots⑫ Total number of signals

spots

Data to be analyzed
Samples have been obtained around WS-1, 3
Data on school attendance of 9 subjects a~f, l, n, o(a, d, and f also cover data after elapsed from WS)
Flow of analysis①Visually count (1)~(8), (11), (12) from video②Calculate the frequency of action for 7 items for eachsubject③Compare the frequency of actions before and after WS

15

Behavior change index (2): Behavioral indicator calculated from driving log data

Metric nameCalculation method(Calculated for each subject）

unit

Average walking speed onflat ground

CAD>0, SPD>0, velocity SPD average value of dh=0km/h

Average climbing speed

CAD>0, SPD>0, velocity SPD average value of dh=0km/h

Average assist power onflat ground

CAD>0, SPD>0, E-bike's assist force average value of dh=0 *1-fold

Average assist power onclimbsCAD>0, SPD>0, Assist power average value*1 of dh>0

-fold

Average exercise intensity
on flat ground

Exercise intensity average value *2 of CAD=0-

Average exercise intensity
on a hill

Exercise intensity average value *2 of CAD>0-*1︓Assist power AR*2︓Exercise Intensity EL

AR

Calculated by the Karvonen method
EL =
SP
D
AR = 2 SPD < 10 , AR = 0 SPD > 24
1
AR = − SPD − 24 (10 < SPD < 24)7
https://www.yamaha-motor.co.jp/pas/e-bike/basis/0001.html

HER − HER '()HER '*+ − HER '()SPD︓velocity
CAD︓Cadence
HER︓heart rate
HERmax︓Maximum heart rate for the trip
HERmin︓Minimum heart rate for the trip
dh︓Altitude difference between the two logs

16

Hypothesis of behavior change: Establishment of Internal Factors Involved in Behavior Change

TargetE-bike commuter
Students of the Community
Attraction Club

Knowledge, Insight, Beliefs
Knowledge & Skills
norm of the command
norm of the accountAct confidently
overconfidence
Pressure and expectations fromthe surroundings

Forteresponsibility
Motivation
ああProblem Areas
Intent of behavior
changeActual action

Blue︓The inner causeØ Quantify change with surveys
Green︓Areas where we expect
to see change

Direct acting factor
Shrinking public transport
Start of e-bike commuting toschoolNo habit of cycling to school

Intervention
Techniques
Traffic Safety WS

Reference: Norwegian Road Safety Council's Comprehensive Behavior Change Model

Composition of Traffic Safety WS
WS-1

WS-2

WS-3

WS-4

Date ofimplementation

December 21, 2021

August 31, 2022

January 23, 2023

July 19, 2023

Participants

12

16

13

10 totalTeam
Composition*() Withsurveys

A Group : 6(3)B Group : 6(3)A Group : 6(3)B Group : 6(2)C Group : 5(1)A Group : 7(2)B Group : 6(2)

1st Grade Group : 5(0)3rd Grade Group : 5(3)Reflecting on actions
using video

Hazard Prediction and
Avoidance training

Reflecting on actions using
video

For junior high school
students
Traffic Safety Education
enforcement

G.W.
Implementation
details

Discussion of Safety
Actions

Discussion and explanation Discussion and explanationof safety actionsof safety actions

A Group︓Safety +DangerB Group︓Danger only

Safety + Danger

ActionNaturalistic Data

None（A small number ofsamples taken before andafter）Naturalistic Data

None（A small number ofsamples taken before andafter）

Mentality

Questionnaire

Questionnaire

Questionnaire

Questionnaire

Learning

None

None

None

RubricPedagogy
difference

A Group︓Safety only
B Group︓Danger only

None

Evaluation items

Before-and-after comparison of actual activity frequency
No significant change→ some slowing down was seen
There is room for improvement in the way indicators are
taken
100%

a︓Increasen︓Increase3

d︓Increase2

c︓Increase75%

o︓Increase

1
50%

!
"

25%

0
a

c

d

WS前

0%
a

b

c

d

WS前

e

f

WS後

l

n

o

経過後

⑤ Percentage of stop compliance（%）
No significant change
4
3
2
1
0
a

b

b

c

d

e

WS前

WS後

f

l

n

経過後

⑦ Frequency of roadway
crossings（time/Trip）

o

e
WS後

f

l

n

o

経過後

⑥ Frequency of practicing hazard
avoidance behavior（time/Trip）
Behaviors that have changed (but only to a limited extent)• Helmets worn (2 of 6)• Improvement of driving while wearing earphones (2 out of 3)• Frequency of practicing risk avoidance behaviors (5 of 9)Ø Knowledge and skills, due to surrounding pressures andexpectations
Behavior that did not change• Practice of a two-step right turn in “a”• Percentage of compliance with stop signs
Ø Existence of overconfidence and pride

Factor Analysis︓Calculation of factor loadings
questi
onnaire

Questionnaire Contents

AttitudeOverconfIn
ident common

Q4

If everyone is following the rules and riding an e-bike, I want to do the same

.99

-.14

.93

Q2

If everyone rides an e-bike safely, I want to do the same

.94

-.15

.84

Q10

In order to continue commuting to school by e-bike, there is a responsibility to use
an e-bike safely

.91

-.02

.82

Q3

You should follow traffic rules and ride an e-bike

.89

-.05

.77

Q13

Traffic safety education is meaningful

.82

-.07

.66

Q1

I should ride e-bike safely

.74

-.16

.52

Q11

In order for everyone to continue commuting to school by e-bike, there is a
responsibility to use e-bikes safely.

.71

.08

.54

Q12

In order to be a role model for junior high school students, we have a responsibility
to use an e-bikes safely

.68

.15

.53

Q1

Other students should also learn about traffic safety education

.60

.25

.49

Q15

I want to learn more about traffic safety.

.54

.21

.39

Q5

I'm confident that I won't cause a bicycle accident

.06

.93

.90

Q6

No matter how dangerous it is, I am confident that I can avoid it

.06

.90

.85

Q9

I don't think there will be any accidents in Nose

.15

.64

.47

Q7

I'm good at riding an e-bike.

-.29

.57

.34

Cumulative Contribution

.50

.65

Factor analysis using Promax rotation, Q8 is a model excluded because the commonality is 0.20

Factor Analysis︓Transition of factor scores before and after WS for each subject

Safety attitude︓highOverconfidence︓high

Safety Attitude:low
Overconfidence:highNo change

Safety attitude︓low
Overconfidence︓low

Safety attitude︓highOverconfidence︓low

Safety attitude︓-0.37 → 0.46 (t=-2.09*)
overconfidence︓-0.23 → 0.29 (t=-1.41)

ØSafety attitudes have improved after WS, but
overconfidence and pride have also increased.
Before WS︓n=15、After WS︓n=13、Common samples before and after︓n=9

Transition in the Effects of Inquiry-based Learning Related to Traffic Safety
5***
Average rubric score (on a

ルーブリックの平均点（5点満点）

*

**

4.0
4

3.6
3.1

3

3.6

3.4

3.7

3.6

3.4

3.0
2.5

2.6

2.7

Explain

Overall全体

25-point scale)

10EngagePreliminary

事前打合せ①
meeting ①

ExplorePreliminary

事前打合せ②
meeting②

Day of traffic safety class
交通安全授業当日

There is no significant difference between the groups but, Engage, Explain scored the highest on the day.
Ø The students feel that they actively participated in the WS and were able to explain well to the junior high school students
Advance (1)︓n=8、Advance (2)︓n=11、Day of︓n=7、Analysis of variance・Multiple tests with the Tukey method、*︓5%significance、**1%significanceConclusion: Summary of changes in actual behavior and internal factors

TargetE-bike commuter
Students of the Community
Attraction Club

Knowledge, Insight, Beliefs
Knowledge & Skills
Norm of the command
Norm of the account (p<.05)
Act confidently
Overconfidence
Pressure and expectations from thesurroundings

Strength
Responsibility（p<.05）
Motivation（p<.01）あBlue︓The inner cause
Green︓Areas where change is expected
Underline︓Factors identified for a change
due to WS

Problem Areas
あ behavior
Intent ofchange (p<.05)
Actual action(※Limited)

Direct acting factor
Shrinking public transport
Start of e-bike commuting toschoolNo habit of cycling to school

Intervention Techniques
Traffic Safety WS

Reflections on Altered Bicycle Behavior and Its
Internal Factors
Bicycle behavior that did not change• Pause adherence rate（Full stop）• Two-step right turn improvement

Practicing Hazard Avoidance Behavior
Driving with Assists
Running with earphones
Wearing a helmet
Reference: Norwegian Road Safety Council's Comprehensive Behavior Change ModelFuture Challenges
TargetE-bike commuter
Students of the Community
Attraction Club

Knowledge, Insight, Beliefs
Knowledge & Skills
norm of the command
norm of the account (p<.05)
Act confidently
overconfidence
Pressure and expectations from thesurroundings

Strength
Responsibility（p<.05）
Motivation（p<.01）あBlue︓The inner cause
Green︓Areas where change is expected
Underline︓Factors identified for change
due to WS

Problem Areas
あ behavior
Intent ofchange(p<.05)
Actual action(※Limited)

Direct acting factor
Shrinking public transport
Start of e-bike commuting toschoolNo habit of cycling to school

Intervention Techniques
Traffic Safety WS

Future Challenges• Methods for quantifying subject’s behavior change (e.g., pause deceleration rate)• Driving Context Extraction Method from Video Data
• Consistency verification of changes in each subject's internal factors with changes in actual behavior(non-aggregate approach)
Reference: Norwegian Road Safety Council's Comprehensive Behavior Change Model

２．Transportation Infrastructure Workshop
with Local Residents and Governments

Past Workshops Conducted （WS）
FY20212021/9Start using e-bikes
January
Transportation Infrastructure
WS①

FY2023

FY2022
July
Transportation Infrastructure WS
(2)
June

Safe driving training by
Senior Students

Dec

Traffic Safety WS

AugustTraffic Safety WS

March

Safety training by instructor

Sep

Solar panel installation

November
Local Residents and Governments
Transportation Infrastructure WS (WS④)

September
Safety classes for Sasayuri junior high school
students by Nose-branch students

January
How you can use e-bikes in Nose Town WS(WS③)
The 1st Transportation Infrastructure WS(WS①)
Overview

The 2nd Transportation Infrastructure
WS(WS②)

Transportation Infrastructure WS with Local
Residents and Governments (WS④)

Participants will be divided into groups to discuss the issues and attractiveness of the e-bike usage environment and propose improvement
plans.

PurposeProblem Discovery

Improvement Proposals (Priorities)

Improvement Proposal (Feasibility)

Date ofimplementation

January 17, 2022

July 14, 2022

November 20, 2023

Regional Attraction Cluband e-bike users 13 people in total
Target19 Students
15 Students

3 Employees of the town hall

2 Employees of the town hall

4 Road Administrators
1 Police officer

2 University faculty members

1 Mayor26

Examples of Existing Features

It's hard to see past the corner.

When it rains on a summer night and the morning after issunny and hot, the vapor hits the sunlight filtering through thetrees, making it stunning!

It's hard to see what's coming from the front on curves.

I can always see the sunset when I go home.
The sun sets between the mountains.

During the Workshop

What you felt about the route to school

Group A's proposal: For a specific curve in Meigetsu Pass

Mechanism that makes asound when there is anoncoming vehicle
Bicycle-declaration button

atso th rotrudeseot p
e t rePrun hes do ncbran e roadth
into

Cover the gutters toensure space forbicycles to run

Make larger mirrors with
anti-fog mechanisms in front

Reduce speed as required(Especially during the day
and holidays)
Create a bicycle-only
space on the outside of
the curve

Place a caution sign at theentrance to the curve

Restrict car entry during
school-commute times

The suggestions took into account not only the perspective of bicycles, but that ofcar drivers as well.

Collaborative Activities Between Students and Town Hall AfterWSü After the workshop (November 24, 2022), an exchange of opinions between high school students
and the town hall was held.
The following issues were shared, and locations were identified and response policies discussed.

Weeding alongsidepedestrian/bicycle passage
spacesCut down vegetation in consultation with roadadministrators and landowners(Town hall)Traffic of construction
vehicles Maintenance ofdirty curved mirrors

Requesting construction contractors to ensure
thorough safety management(Town hall)

Before felling

Road potholes

High school students repair potholes in thepresence of town officials (postponed due torain)

Exchange of views
At the Nose Branch HighSchoolAfter felling

Nose town
Representative for the General Affairs Division,
Regional Development Division, Industrial
Construction Department, General Affairs
Department

2023/7/19
Traffic Safety Class at Sasayuri Gakuen
FY2023
Preparing a Bicycle Hazard Map of Nose City

Traffic Safety Education for Junior High School Students32Collaborative Workshop between High School Students and Local Communities(November 20, 2023)
High school students (+ university students) asked road administrators,
police, local residents, and road users, or conducted workshops to consider
measures that could be implemented jointly
Preparation

Summarize the awareness of problems felt by high school students as apresentation materialHigh school students consider how to design presentation materials⇒Introducing past initiatives + introducing current problems
High school students, local residents, and related parties will share theirWS
awareness of issues related to the bicycle usage environment and consider
Overview feasible countermeasures.
19 students, 3 high school teachers,
Nose Town: 3 (Road Division, Regional Transportation Division), Osaka
Participant
Prefecture: 4 (Road Manager)
1 police officer, 1 ward chief (resident representative)
Explanation of past activities by high school students and introduction ofcurrent commuting status
WS
Flow

Group work to consider countermeasures for dangerous areas
Sharing the results of group work
Overall Summary

WORKSHOP

Traffic Safety
for High School Students

Ta b l e o f C o n t e n t s

01

Dangerous places on the commuting path
02

Video of the danger area
03

Table ofContents

Request to the road traffic manager
04

Request to the drivers

05

What high school students
can do01

Our Transportation Issues

D a n g e r o u s p l a c e s o n
t h e c o m m u t i n g p a t hSide streets in the middle ofsharp curves make it difficult
to see bicycles coming out of
the side streets and cars
going around the curves.

03
Request to
the road traffic manager

03

Request to the road traffic manager

Put reflective
material on
the guardrail

Merit• Can confirm if cars
are coming• The presence of thebicycle can be

Installing a
curved mirror

confirmed from thecar side.

Discussion of Possible Improvements
Additional curved
mirrors or angle
adjustment

Ask people to slow down
only at certain times of theday

04
Request to the
local residents
and truck drivers

04

R e q u e s t t o t h e l o c a l
a n d t r u c k d r i v e r s

Be aware that it'sa school route

Slow down andensure safe drive
during schoolcommuting timer e s i d e n t s

Pass bicycle slowly
on a straight roadDon't passstudents even ina h u r r y.

What high school students
can do05

05

What high school students can do

Check left andrightCreation of a
jumping boy

Installingreflector on abicycleCommunicate withdrivers and give
a way

44

45

46

47

WS Outcome: Transformation of Risk Perception among High School Students

1.1-5 1.1-4 1.1-3 1.1-2 1.1-1

0%
前
後
前
後
前
後
前
後
前
後

20%

40%

37.5%

60%

80%

37.5%

25.0%
37.5%
37.5%
25.0%
12.5%

62.5%
50.0%
62.5%

12.5%
12.5%
25.0%
37.5%
12.5%
25.0%
37.5%
12.5%
25.0%
Very Dangerous
とても危険だと思う

Not dangerous
あまり危険だと思わない

100%

62.5%
62.5%
62.5%

25.0%
12.5%

62.5%

やや危険だと思う
Little Bit Dangerous

62.5%
62.5%
Neither
どちらともいえない

Not dangerous at all
全く危険だと思わない

1-1 Curves with poor visibility, such as the Natsuki Pass
1-2 Steep uphill and downhill
1-3 Roads with damaged pavement or icy roads in winter
1-4 Roads with vegetation and anti-animal nets protruding from the roadside
1-5 Prefectural roads and other highways

The dangers for high school students were recognized to some extent even before WS

N=8

Outcome of the WS: Attitude change of the participants

2.6 2.5 2.4 2.3 2.2 2.1

0%

20%

40%

60%

80%

100%
N=8
12.5%

25.0%
62.5%
前
37.5%
62.5%
後
12.5%
62.5%
25.0%
前
25.0%
62.5%
12.5%
後
62.5%
37.5%
前
50.0%
50.0%
後
12.5%
62.5%
25.0%
前
75.0%
25.0%
後
12.5%
75.0%
12.5%
前
37.5%
50.0%
12.5%
後
50.0%
50.0%
前
50.0%
50.0%
後
Not Correct
Partially Correct
Not at all
Correct
Neither
とても当てはまる
やや当てはまる
どちらともいえない
あまり当てはまらない
全く当てはまらない

2.1 I think that my daily (driving) behavior and work are related to traffic safety in the community
2.2 I think there is something I can do to help high school students get to school safely
2.3 I think that the main roads used for commuting to school should have space for bicycles.
2.4 To reduce the risk of traffic accidents, high school students should travel by public transportation
2.5 I think that it is necessary for high school students to be able to go to school safely in order to revitalize the community.
2.6 I think it is necessary to support the community activities of high school students in order to revitalize the community.

WS Results: Responses by Each Stakeholder

State Road Admin
Implemented

Not
Implemented

Reason why
it’s notImplemented••

City Road Admin

Traffic Admin

Local Residents(Mayor)

・Preparation of rivet
・Prepareation of shutterbar
・Preparation of T-shapedroad markings

・Cleaning and angle adjustment of
curve mirrors

・ Weeding of
obtrusive plantings

・ Installation of reflective board on
guardrails
・ Weeding of obtrusive plantings

・ Traffic patrol for highschoolers・ Notification of schoolroutes to local residents

・ Need to request due toprivate property

・ WS discussion alone did not
narrow down to effective
installation and location
・ Need to request due toprivate property

・ No request has been
received from highschool・ Ready to implement if
requested.

・ Waiting for highschool to share
information on schoolroutesNone inparticular

ワークショップ１か月後の参加者の行動

・Safe drive such as
slowing downAfter the workshop, it was confirmed that the above had been done
through the hearings from the participants,
It is hoped that information will continue to be shared among high school
students and the government and residents

WS results: Reflective line-of-sight studs installed on the shoulder of the road

About one month later, thereflective gaze guide studs were
installed by Ikeda Civil
Engineering Office, in order tonotify drivers of the dich on sideof the road.

51

Results of Collaborative Workshops between High School Students and theCommunity
Implications for Collaborative Mechanisms
ü Notify the community members and road users of high school student routes to school.
ü When high school students sense a problem, they contact the road administrator throughlocal residents (in order to get the community's opinion before the road administrator
takes action).
ü Sharing current issues with residents through ward leaders
Specific safety measuresü At curves with poor visibility, reflectors are attached to guardrails and sign posts insteadof installing curve mirrors⇒Road administrator checked the inventory of reflectors the next day and has alreadytaken action
ü Soft poles in front of hard-to-see gutters
ü Increased police patrols during school commuting and dismissal times (as in the past)
Reactions and changes in awareness among participating "adults”
ü Cognitive and attitudinal changes in the challenges faced by high school students before
and after the WS
ü All high school students share their issues with their workplaces, family acquaintances,
etc., especially after the WS.

Induce spontaneous initiatives among high school students

The third-year high school students
independently worked on the“Problem Exploration GS,” fromproblem setting to proposal ofsolutions, and the sustainability ofregional transportation in Nose Town
was taken as one of the themes.

January 21, 2023 @ Nose Joruri
Theater３．Possibility of Environmental

Economics ApproachRespondent Attributes
Number of respondents：70
First grades 22 Second grades 33 Third grades 15（Bicycle users：27）

Number of respondents
by grade level

st
1年
Grade

nd
2年
Grade

rd
3年
Grade

Male-to-female ratio

Male
男

女

FemaleNo Answer
無回答（WEB questionnaire December 2023）

Household burden from frequency of pickup and drop-off■Fuel costs due to transportation
Assumed fuel consumption of the vehicle 23.8km/L(*This is the overall average of the "Trends in average JC08 mode fuel efficiency ofgasoline passenger cars" in the "Automobile Fuel Efficiency List" of the Ministry ofLand, Infrastructure, Transport and Tourism.
Average 440 yen/week(Gasoline price: 169.3 yen *Calculated as of January 7, 2024)■CO2 emissions from transportation
Gasoline Basic Unit 2.322 kg- CO /L2(*Database of emission source units for calculating greenhouse gas emissions oforganizations through their supply chains,)(Ver 2.5, March 2018, Ministry of the Environment)
CO2 emissions calculated from the amount of gasoline required for transportation(kg/week)
Average 3.06 kg/week

Environmental Impact of e-bike Use■Electricity consumption by e-bikes
Average 179 kW/week

Reduction of CO2 by e-bikes
CO2 emissions per unit of electricity generated 0.516 kg- CO2 /kWh
(Weighted average of CO2 emissions of each power generation
method with their respective share)(*Total Life Cycle CO2 Emissions Assessment of Power Generation
Technologies in Japan (denken.or.jp))

CO2 per hour by e-bike use: 1.34 kg- CO2

Results of this project<High school level: Results of visualization of own driving behavior• Some increase in adherence to traffic rules and increased frequency of
avoidance behavior in risky situations<Regional level: Results of recognizing and sharing dangerous areas
along school routes.
• Discoveries and proposals were made from a variety of perspectives,
including the viewpoints of bicycles, automobiles, and community
development.
*In order to ensure that students can ride their e-bikes safely, several
rounds of traffic safety training were held (lectures by Dr. Yoshida of
Osaka Metropolitan University, on-the-job training by the Suzuka Circuit
Traffic Education Center and bicycle dealers [Bicycle Y-A]).

Future Prospects: Further Development at the Regional Level
Ø Holding further workshops to enable the students to make independentand proactive decisions based on the perspectives of others(pedestrians, drivers, etc.)
Ø Bicycles as "Public Goods• Indicators for prioritizing e-bike use• How to share e-bikes with more students• Use of e-bikes for purposes other than commuting to schoolØ Based on the results so far, high school students themselves will hold aworkshop with various stakeholders to compile proposals to the Nose
Town Office regarding the development of safe routes to school, which
will be developed in the region.