Exploring Virtual Reality as an Educational Tool for Raising Awareness and Mitigating Driver Fatigue Risks: A Preliminary Study Between the UK and Italy

Maida Alamgir (), Maria Alamgir (), Ilaria Bruner (), Pietro Paolo Frigenti (), Irfan Mehmood () and Hassan Ugail ()
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Maida Alamgir: University of Bradford, Faculty of Engineering and Digital Technologies
Maria Alamgir: Manchester Metropolitan University, Faculty of Business and Law
Ilaria Bruner: University of Naples Federico II, Department of Political Science
Pietro Paolo Frigenti: University of Manchester, Alliance Manchester Business School
Irfan Mehmood: University of Bradford, Faculty of Management, Law and Social Sciences
Hassan Ugail: University of Bradford, Faculty of Engineering and Digital Technologies

A chapter in XR and Metaverse, 2026, pp 17-31 from Springer

Abstract: Abstract Driver fatigue is a critical, yet often overlooked, factor in road safety, contributing to nearly a quarter of traffic accidents in the UK and Italy. Despite its substantial role in accidents, safety campaigns predominantly focus on more visible risks like speeding and alcohol consumption, leaving fatigue inadequately addressed. To bridge this gap, innovative educational approaches are needed, with Virtual Reality (VR) emerging as a promising tool. This study investigates the use of VR simulators as an educational intervention to enhance public awareness and promote behavioural change concerning fatigued driving. The research is structured around a three-phase methodology: (1) a survey to assess public awareness and inform the design of the simulations, (2) the development of VR-based simulations, and (3) a qualitative evaluation of their impact. This paper presents the Phase 1 findings from a survey involving 34 participants (17 from the UK, 17 from Italy). The results indicate that driver fatigue is a prevalent issue, widely perceived as under-recognised in the UK and Italy. Notably, 94% of respondents expressed interest in using VR to understand the risks of fatigued driving better, preferring an immersive environment with visual and auditory cues. These findings underscore the potential of VR to address existing gaps in road safety education and foster safer driving behaviours within a controlled, immersive environment, thereby mitigating both the economic and social costs associated with road accidents in the real world.

Keywords: Virtual Reality; Fatigue; Driving; Education; Cross-cultural study (search for similar items in EconPapers)
Date: 2026
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DOI: 10.1007/978-3-032-11983-4_2

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