Abstract

In this study, we conducted a series of experiments to investigate child behavior during self-evacuation and guided evacuation under non-emergency and emergency situations. The properties of child flow dynamics are obtained through analysis of the experimental video recordings. It is found that under a non-emergency situation, the evacuation processes are orderly, and group and waiting behavior can be observed. Under an emergency situation, the evacuation processes become disorder, and running and pushing behaviors can be observed. Our analyses showed that the exit use is imbalanced under an emergency situation and that the guidance of teachers plays a positive role in the exit choice of children during an emergency evacuation process. The emergency degree has significant effects on the exit choice of children in self-evacuation. Our results also showed that the average evacuation time of children, flow rate, and average headway of the exit are less affected by the guidance of teachers and more affected by the emergency degree. The guidance of teachers affects some children’s individual evacuation time. The findings can assist in improvements in the daily management and evacuation strategies for children, as well as the development and validation of child simulation models.

摘要

在这项研究中，我们进行了一系列实验，以调查儿童在非紧急情况和紧急情况下自行疏散和引导疏散时的行为。通过对实验录像的分析，获得了儿童流动力学的特性。研究发现，在非紧急情况下，疏散过程有序，可以观察到群体和等待行为。在紧急情况下，疏散过程变得混乱，可以观察到奔跑和推挤行为。我们的分析表明，紧急情况下的出口使用失衡，教师的引导对儿童在紧急疏散过程中的出口选择具有积极作用。紧急程度对儿童自行疏散的出口选择有显着影响。我们的研究结果还表明，儿童的平均疏散时间、流速和出口的平均车距受教师指导的影响较小，受紧急程度的影响较大。老师的引导影响了部分孩子的个人疏散时间。这些发现有助于改进儿童的日常管理和疏散策略，以及儿童模拟模型的开发和验证。