## 4 Discussion
### Behavioral Risk Patterns  
The questionnaire data highlighted behavioral non-compliance among cyclists and pedestrians, particularly in using mobile phones and violations of red-light rules. These findings highlight cyclists and pedestrians as higher-risk groups for unsafe transit behaviors. These findings align with studies identifying cyclists and pedestrians as vulnerable road users [69; 78], with distractions and violations significantly increasing their risk of accidents. The survey shows how different people understand road hazards based on their specific travel methods. Most people walking feel safe, but 71% believe crossing the street against traffic is extremely risky. Most cyclists understand transportation risks, with 66.5% seeing cell phone use as dangerous while riding. Despite their proficiency in theoretical knowledge, students displayed inconsistencies in translating this knowledge into safe practices. These behavioural trends are also reflected in the transport choices reported by participants, where pedestrian travel and car passenger modes were more prevalent than cycling. This aligns with broader patterns observed in Belgium, where safety concerns often lead parents to discourage cycling as a school transport mode, despite its cultural importance. Interestingly, the data revealed that car drivers overestimated their traffic knowledge while simultaneously underestimating their traffic skills. Notably, car and moped riders exhibited varying risk perceptions: 17% of car drivers considered multiple risky behaviors very dangerous, in contrast to only 2.4% of moped drivers perceiving similar activities as safety threats. These differences may reflect not only confidence biases but also the influence of daily commuting habits on students' risk perceptions and learning engagement. For instance, students who walk or cycle regularly may engage more deeply with pedestrian and cyclist content, while those who are primarily car passengers may overlook certain vulnerabilities. This highlights the potential benefit of tailoring road safety education to students' actual travel routines. Such findings support our proposition that skill-enhancement exercises like VR training should be incorporated to increase usability readiness. This gap underscores the importance of integrating behavior-focused interventions, such as immersive VR simulations, to reinforce practical applications of learned concepts [74; 79].  
Comparing the Belgian R2S implementation with its international counterparts reveals both shared challenges and contextual differences. While gamified approaches proved effective across settings, Belgium's higher baseline of road safety knowledge and widespread cycling culture required tailored content to sustain engagement. Additionally, the integration of (VR) and 360\({}^{\circ}\) visuals capitalized on Belgium's digital readiness, offering an advancement over prior implementations in lower-resource contexts such as Palestine [49] and Pakistan [50]. These observations suggest that although the core gamification elements are adaptable, local infrastructure, transport patterns, and cultural factors play a crucial role in shaping the program's design and outcomes. Incorporating such contextual reflections strengthens the international relevance of this study and highlights potential pathways for future cross-country applications.