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| Hauptseite > Publikationsdatenbank > Experimental study on age and gender differences in microscopic movement characteristics of students |
| Journal Article | FZJ-2021-06191 |
; ; ; ; ;
2021
IOP Publishing
London
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Please use a persistent id in citations: http://hdl.handle.net/2128/30062 doi:10.1088/1674-1056/ac11d4
Abstract: Campus security has aroused many concerns from the whole society. Stampede is one of the most frequent and influential accidents in campus. Studies on pedestrian dynamics especially focusing on students are essential for campus security, which are helpful to improve facility design and emergency evacuation strategy. In this paper, primary and middle school students were recruited to participate in the single-file experiments. The microscopic movement characteristics, including walking speed, headway, gait characteristics (step length, step frequency and swaying amplitude) and their relations were investigated. Age and gender differences in the headway-speed diagram and space requirements were analyzed by statistical tests. The results indicated that the impacts of age and gender were significant. There were three stages for the influence of gender on the headway-speed diagram for both age groups. The impacts on students’ space requirements were consistent for different age and gender groups. But the impact of age and gender on free-flow speed were affected by each other. Due to the connection of walking speed and gait characteristics, the comparisons of gait characteristics between different ages and genders were performed to understand the corresponding differences in speed more deeply. The results showed that differences in step length and swaying amplitude between males and females were significant for both age groups. The effect of gender on step frequency was significant for primary students. But for middle school students, whether gender had significant impact on step frequency was not clear here because of the large P-value. Besides, the influence of age on gait characteristics changed with gender.
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