Driving Simulators as Training and Evaluation Tools

Pollatsek, Alexander; Vlakveld, W P; Kappé, B.; Pradhan, Archana; Fisher, Donald L.

doi:10.1201/b10836-31

Cited by 12 publications

(13 citation statements)

References 3 publications

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“…Even when paying attention, novices are not as good as adults at identifying potential hazards [ 32 ]. Fortunately, it may be possible to improve hazard detection skills through training [ 34 , 35 ], although these skills are undermined by novices’ tendencies to engage in secondary tasks that take their eyes off the forward roadway [ 20 ] because hazards cannot be avoided if not seen. It is not so much that teenage drivers engage in more secondary tasks than adults, who are also guilty of this risky behavior, but they are at greater crash risk when they engage in these tasks.…”

Section: Learning To Drive Safelymentioning

confidence: 99%

“…Computerized hazard skill training is a part of license testing in England and Australia, and possibly elsewhere, although more evaluation is needed. A thoughtful series of simulation studies demonstrated that novices are not as good as experienced adults at identifying and responding to potential road hazards, improved with training in a simulator and that the training transferred to performance on a road test [ 35 ]. Subsequently, the training has been expanded and adapted for use on desktop computers, allowing broader application.…”

Section: Learning To Drive Safelymentioning

confidence: 99%

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Learning to Drive Safely: Reasonable Expectations and Future Directions for the Learner Period

Simons‐Morton

Ehsani

2016

Safety

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The young driver problem is typified by high crash rates early in licensure that decline with experience, but are higher initially and decline more slowly for the youngest novices. Despite considerable effort, only Graduated Driver Licensing System (GDLS) policies have been shown to improve novice young driver safety outcomes. Unfortunately, GDLS policies are mostly limited to countries with a relatively young licensure age. Meanwhile, it is not entirely clear how GDLS and other young driver transportation safety efforts, including driver training and testing, supervised practice and parental management of young drivers, can best be configured. Notably, professional training can foster improvements in vehicle management skills that are necessary, but do not assure safe driving behavior. Substantial recent research has focused on training methods to improve driving skills, but the safety benefits of driver training have not been established. While prolonged practice driving increases experience and provides supervisors with opportunities to prepare novices for independent driving, the transition to independent driving challenges novices to employ, on their own, poorly-mastered skills under unfamiliar and complex driving conditions. Licensing policies and parental management practices can limit the complexity of driving conditions while novices gain needed driving experience. Nevertheless, an emerging body of literature suggests that future advances in training and supervision of novice teenage drivers might best focus on the translation of learning to independent driving by fostering safe driving attitudes and norms, judgment, dedicated attention to driving tasks and self-control at the wheel.

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Section: Learning To Drive Safelymentioning

confidence: 99%

Section: Learning To Drive Safelymentioning

confidence: 99%

Learning to Drive Safely: Reasonable Expectations and Future Directions for the Learner Period

Simons‐Morton

Ehsani

2016

Safety

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“…This systematic increase suggests that besides experience, age also contributes to motion sickness (see [47], for review on the effects of experience and age). Simulators are widely used for young driver training [48], and although simulators are not yet used for formal driving examination, this may be a logical next step. However, the present findings point to some reservations in this regard, because elevated incidences of simulator sickness should be anticipated when testing experienced (older) drivers.…”

Section: Discussionmentioning

confidence: 99%

Relationships Between Years of Licensure and Driving Style Measured with a Short Simulator-Based Test (N = 650)

Winter

Kuipers

2016

Advances in Intelligent Systems and Computing

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Young and inexperienced drivers are over-involved in traffic violations and car crashes. There is a paucity of research on the use of driving simulators for assessing driving style. This study investigated the relationships between years of licensure and driving style measured with a short simulator-based test. At a motor show, 650 licensed drivers completed a 6.5-min driving style test and responded to a questionnaire about their on-road driving experience. The results showed that participants who had their driving license for a longer period adopted a less risky driving style and drove with slower speeds in the simulator. Furthermore, females and experienced drivers reported more simulator sickness than males and inexperienced drivers, respectively. The present results may be useful in the development of simulator-based driving tests.

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“…Parkes and Reed [21] noted that research has not investigated when simulator training should best be positioned in driver education courses or the most effective blend of simulator and in vivo training. Despite some promising longitudinal results [19], it is currently unclear how much transfer of driving simulator training to real-world contexts occurs, and more research is needed [22].…”

Section: Driving Simulatorsmentioning

confidence: 99%

What, Who, and When? The Perceptions That Young Drivers and Parents Have of Driving Simulators for Use in Driver Education

Rodwell

Larue

Bates

et al. 2020

Safety

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Driver education providers may utilise technologies such as driving simulators to augment their existing courses. Understanding the perceptions that young drivers and parents have of simulators may help to make simulator-based driver education more accepted and more likely to be effective. Young drivers and parents completed an online questionnaire that included a “simulator invention” visualisation task. Items based on the Goals for Driver Education framework investigated perceptions of the most appropriate skill type, while others examined the most suitable target group for simulator training, and timing in relation to completing a formal driver education course for simulator training to occur. Both groups perceived that simulators were most appropriate for training a combination of physical, traffic, psychological, and social driving skills with learner drivers during attendance at a novice driver education program. Young drivers and parents had similar perceptions regarding the amount that each skill type should be trained using a simulator. Understanding the perceptions of young drivers and parents, and especially those who are somewhat naïve to the use of driving simulators, may aid in the introduction and administration of simulator training and may increase the effectiveness of driver education as a crash countermeasure.

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Driving Simulators as Training and Evaluation Tools

Cited by 12 publications

References 3 publications

Learning to Drive Safely: Reasonable Expectations and Future Directions for the Learner Period

Learning to Drive Safely: Reasonable Expectations and Future Directions for the Learner Period

Relationships Between Years of Licensure and Driving Style Measured with a Short Simulator-Based Test (N = 650)

What, Who, and When? The Perceptions That Young Drivers and Parents Have of Driving Simulators for Use in Driver Education

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