Stopping behavior in a VR driving simulator: A new clinical measure for the assessment of driving

Schultheis, Maria T.; Simone, Lisa K.; Roseman, Emily; Nead, Richard; Rebimbas, Jose; Mourant, Ronald R.

doi:10.1109/iembs.2006.4398555

Cited by 4 publications

(3 citation statements)

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“…Although this large body of research is beyond the scope of this review, the efforts of researchers in this area bear mention. Virtual reality driving simulators have been used to assess various aspects of driving (e.g., distractibility, reaction time) in many clinical populations, including dementia (e.g., Rizzo, McGehee, Dawson, & Anderson, 2001), multiple sclerosis (e.g., Schultheis, Weisser, Manning, Blasco, & Ang, 2009), brain injury (e.g., Cox et al, 2010; Schultheis et al, 2006; Wald, Liu, Hirsekorn, & Taylar, 2000), and spinal cord injury (Carlozzi, Gade, Rizzo, & Tulsky, 2012). Driving simulators are becoming increasingly more realistic, including use of full-immersion screens and multi-sensory feedback, which has further improved their similarity to a real-world driving experience (e.g., Mayhew et al, 2011; Wang et al, 2010).…”

Section: Cognitive Assessment Using Virtual Realitymentioning

confidence: 99%

Applications of Technology in Neuropsychological Assessment

Parsey¹,

Schmitter‐Edgecombe²

2013

The Clinical Neuropsychologist

157

116

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Most neuropsychological assessments include at least one measure that is administered, scored, or interpreted by computers or other technologies. Despite supportive findings for these technology-based assessments, there is resistance in the field of neuropsychology to adopt additional measures that incorporate technology components. This literature review addresses the research findings of technology-based neuropsychological assessments, including computer-, and virtual reality-based measures of cognitive and functional abilities. We evaluate the strengths and limitations of each approach, and examine the utility of technology-based assessments to obtain supplemental cognitive and behavioral information that may be otherwise undetected by traditional paper and pencil measures. We argue that the potential of technology use in neuropsychological assessment has not yet been realized, and continued adoption of new technologies could result in more comprehensive assessment of cognitive dysfunction and in turn, better informed diagnosis and treatments. Recommendations for future research are also provided.

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Section: Cognitive Assessment Using Virtual Realitymentioning

confidence: 99%

Applications of Technology in Neuropsychological Assessment

Parsey¹,

Schmitter‐Edgecombe²

2013

The Clinical Neuropsychologist

157

116

View full text Add to dashboard Cite

show abstract

“…might be measured with novel computer-based VR tasks. Work by Schultheis et al (2006) indicates that new driving-performance measures can be derived with VR driving simulations, and they suggest that these indices may be beneficial for evaluating driving capacity following neurological compromise. If a test like the Naturalistic Action Test (Giovannetti et al, 2008) is able to reformulate a model for everyday action impairment in AD (on which omissions, commissions and action additions reflect distinct everyday action deficits), it is very likely that an integration of cognitive and everyday functional assessment could be feasible in a simulated VR environment.…”

Section: Marriage Of Process-based Approach With Technology: a Proposmentioning

confidence: 99%

Marrying Past and Present Neuropsychology: Is the Future of the Process-Based Approach Technology-Based?

et al. 2020

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A cognitive assessment strategy that is not limited to examining a set of summary test scores may be more helpful for early detection of emergent illness such as Alzheimer's disease (AD) and may permit a better understanding of cognitive functions and dysfunctions in those with AD and other dementia disorders. A revisit of the work already undertaken by Kaplan and colleagues using the Boston Process-Approach provides a solid basis for identifying new opportunities to capture data on neurocognitive processes, test-taking strategies and response styles. Thus, this critical review will combine traditional process-based assessment strategies with support provided or offered by newer technologies that have the potential to add value to data collection and interpretation. There is now considerable interest in neuropsychological test administration using computer/digital technology, both in research and in clinical settings. To add value, any computerized version of an existing cognitive test should respect the administration procedure for which normative data were obtained, should be time-saving in terms of scoring and interpretation, and should, we argue, facilitate gathering information about the processes and strategies followed in test completion. This article will offer an overview of the steps needed when implementing computerization of neuropsychological tests using a Process-Based Approach (PBA) to these technology-based adaptations and will discuss further developments in this area by linking it to future technological developments that may be possible in the area of neuropsychological assessment. Additionally, an overview of neuropsychological tests that may benefit from computerization will be presented, together with suggestions on the specific processes, strategies and features that may be captured with the aid of such computerization. Finally, hypotheses on how virtual reality could be an asset for the future of the PBA to neuropsychological assessment will also be discussed.

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“…3D environments are also useful in teaching users with special needs such as those suffering from autism [32]. Schultheis et al have a VR driving simulator to precisely and successfully evaluate driver competency following a neurological trauma [33]. Simulators have also been developed to test the driving ability of people suffering from disease or injuries resulting from previous accidents as an alternative to dangerous real world road tests [34].…”

Section: Related Workmentioning

confidence: 99%

A Collaborative Virtual Environment for Safe Driving in a Virtual City by Obeying Traffic Laws

Sharma¹

2017

JTLE

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The collaborative virtual city environment provides practice to perform informal unstructured, collaborative, constructivist learning instead of instructing individuals on a formal, structured, and programmed based environment. A collaborative virtual city environment has been created using vizard software that can be used by new drivers to help them learn about traffic laws and traffic safety in a safe controlled environment. Pilot studies have been conducted with the system showing its partial success and demonstrate that collaborative learning approach we propose can succeed with smaller group sizes. A significant number of participants followed the traffic rules. Overall 24% participants did not follow any traffic rule. Interestingly the majority of users who did not follow the traffic rules were novice users. Also, there was no marked difference noted for following the traffic rules between participants using the non-immersive and immersive environment. Subjective responses indicated that the Collaborative virtual environment was realistic and engaging. This environment will allow users to prepare for driving exams and we hope that it could possibly become an alternative, supplement, or replacement for the traditional driver's handbook. Index Terms-Collaborative virtual environment, virtual worlds training simulations, driving simulator, transportation visualization, driver behavior, driver training  This paper proposes an immersive multiuser environment for teaching traffic safety and driving skills in a virtual city. We hope that users of the application will be able to gain skills and knowledge in the virtual environment that they can apply to the real world due to the sense of presence and realism a virtual environment provides. Our contribution lies in our approach to combine computer simulated agents and user controlled autonomous agents in a collaborative virtual environment to teach traffic safety and driving skills in a virtual city. A collaborative 3D virtual city environment has been created that can be used by new drivers to help them learn about traffic laws and traffic safety in a safe controlled 84

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Stopping behavior in a VR driving simulator: A new clinical measure for the assessment of driving

Cited by 4 publications

References 0 publications

Applications of Technology in Neuropsychological Assessment

Applications of Technology in Neuropsychological Assessment

Marrying Past and Present Neuropsychology: Is the Future of the Process-Based Approach Technology-Based?

A Collaborative Virtual Environment for Safe Driving in a Virtual City by Obeying Traffic Laws

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