# Teachers Perceptions on Early Childhood's Traffic and Life Safety Education Program Using VR
## 4 Conclusions and Discussion  
This study investigated the effects of traffic and life safety education programs using VR on children's safety perceptions and attitudes. The discussion based on the results obtained in this study is as follows. First, it was confirmed that the preference for audiovisual classes and VR as effective teaching methods and media in early childhood education institutions is high. This is consistent with the research results, where the use of VR-based tangible safety education content is increasing as the safety education activities of VR are more effective than existing education, and the use of VR has effects such as removing risk factors and increasing the sense of cooperation. In other words, safety education provides an environment for practical experiences, experience-oriented simulation experiences, and training, and learning using multimedia increases children's interest, allowing them to be immersed and actively engaged. This is in line with previous studies showing that it is relatively effective in learning. Through VR-based experiential safety education contents, learners experience situations similar to reality and learn problem-solving methods through the process of coping and using them in real situations. Second, VR safety education was positively correlated with children's traffic and life safety perceptions and attitudes. This is partially consistent with the research results, which claimed that safety education using media had a positive effect on safety problem-solving accidents and safety perception. In other words, through safety education using VR media, children's awareness and attitudes toward safety can be raised, and the educational effect and utility of safety education through VR can be expected. \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline
**Contents** & **Squared** & **Degree of Freedom** & **Mean Square** & **F** & \(p\) \\ \hline Regression model & 7.687 & 4 & 1.922 & 23.245 & 0.000 \\ Residual & 10.168 & 123 & 0.083 & & \\ Total & 17.855 & 127 & & & \\ \hline \hline \end{tabular}
\end{table} 
Table 6: Factor of immersion in safety education using VR. \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline  & & \multicolumn{2}{c}{**Traffic Safety Education**} & \multicolumn{2}{c}{**Life Safety Education**} & \multicolumn{2}{c}{**VR**} \\ \cline{3-8} \multirow{2}{*}{**Contents**} & **Safety** & **Safety** & **Safety** & **Safety** & **Imersion** & **Future Usage** \\ \hline \multirow{3}{*}{\
\begin{tabular}{c} Traffic safety \\ education \\ \end{tabular} } & Safety & awareness & 1 & & & & \\ \cline{2-8}  & Safety & management & 0.89 ** & 1 & & & \\ \hline \multirow{3}{*}{
\begin{tabular}{c} Life safety \\ education \\ \end{tabular} } & Safety & awareness & 0.68 ** & 0.52 * & 1 & & & \\ \cline{2-8}  & Safety & management & 0.60 ** & 0.56 ** & 0.89 ** & 1 & & \\ \hline \multirow{3}{*}{VR} & Immersion & 0.63 ** & 0.63 ** & 0.38 ** & 0.39 ** & 1 & & \\ \cline{2-8}  & Future Usage & 0.27 ** & 0.21 * & 0.41 ** & 0.41 ** & 0.44 ** & 1 \\ \hline \hline \end{tabular}
\end{table} 
Table 5: Correlation of VR safety education effect. Third, among the factors of the safety education effect using VR, immersion was found to be a significant factor influencing safety education perception and attitude. The factors that influenced the level of immersion in VR safety education were traffic safety perception, life safety perception, life safety attitude, and traffic safety attitude. It was found that the higher the level of immersion, the greater the influence on the perception and attitude toward safety education. This shows that safety education using media in which children can feel interested is effective. It was found that when safety education is implemented through VR, which utilizes media more realistically, it increases children's immersion and is stored in long-term memory, which affects children's perception of safety.