International level crossing statistics reveal that the majority of accidents at level crossings occur due to human error on the part of car drivers. Often, the rather unspecific description of "attentional deficits" is given as the cause of most accidents. In this study, driving data and eye-tracking data were collected during a standardized driving study. Using a research vehicle, the behavior of 24 participants was observed while approaching two level crossings (one with passive protection, the other with active light-signal protection). It turned out that on the last 300m of the approach towards level crossings, all of the drivers detected and fixated upon at least parts of the protection layout at both level crossings. Nevertheless, only one third of all participants subsequently derived the right reaction and checked the rails for an oncoming train. Two thirds of the participants did not direct their attention towards the rail tracks. With such deficient gaze behavior, visual detection of a potentially oncoming train is difficult. In addition to the maladaptive gaze patterns, inattentive drivers decelerated significantly less while approaching both level crossings than attentive drivers.

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In Germany railway operations underlie a vast number of complex rules and regulations. Therefore rail traffic controllers, who are responsible for save and hitch-free railway operations, need a profound knowledge and action competencies to consider the regulations in everyday work. Before being able to work as rail traffic controllers, they have passed an apprenticeship of three years. In addition, because of local characteristics of tracks and infrastructure, a rail traffic controller needs an instruction phase for a couple of months, just to be able to work at one single signal box. To cope with the high demands of the job, a virtual learning environment for trainees was created to increase their vocational action competences, to enhance their knowledge and to ease the passage to job. A prototype of the software was created using a usability engineering approach. A strong collaboration with rail traffic controllers and potential users ensured the usability of the system. The final concept and prototype of the learning environment will be presented in this paper. It consists of three different learning sections and one test section, where trainees can check their knowledge.