A method to improve the street-crossing risk perception ability of hearing-impaired teenagers based on constructivist teaching theory

Due to the particularity of their hearing impairments, hearing-impaired teenagers are particularly vulnerable to road traffic injuries as pedestrians. They have a higher risk of participating in traffic, especially at intersections. The aim of this study is to explore whether an intervention programme based on the theory of “constructivist teaching” can improve the street-crossing risk perception ability of hearing-impaired teenagers. In this paper, two kinds of street-crossing scenes and 20 hearing-impaired teenagers were included in a randomized controlled experiment, and an approach based on the intervention method of constructivist teaching theory was proposed. The visual characteristics and behavioural characteristics of hearing-impaired teenagers were comprehensively evaluated by the entropy weight-TOPSIS method, and an independent-sample t test was used to compare and analyse the participants' street-crossing risk perception ability. The results showed that the risk perception ability of hearing-impaired teenagers could be evaluated by the entropy weight-TOPSIS method, and the teaching method based on constructivist intervention measures could improve their risk perception ability when crossing the street. The intervention method of this study can be applied to road safety training research to improve the safety performance of vulnerable road users. In addition, it can provide a theoretical basis and practical guidance for future road safety education and training.