The impact of individual simulator experiences on usability and driving behavior in a moving base driving simulator

Reinhard, René; Kleer, Michael; Dressler, Karin

doi:10.1016/j.trf.2018.01.004

Cited by 16 publications

(9 citation statements)

References 17 publications

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“…Thus, the current study demonstrates potential benefits of assessing VIMS continuously and in close temporal proximity to the behavior under study. The impact that symptom increases have on reaction times does not appear to be uniform over the course of the experiment, meaning that questionnaire approaches, which offer merely a single retrospective measurement for the whole of the drive, may not be optimal in this context (Reinhard et al, in press). Future research could further illuminate how best to obtain FMS measurements close to the reaction time events during simulated drives.…”

Section: Discussionmentioning

confidence: 99%

“…While all participants encountered the same driving situations with the same speed limits, vehicle velocity was still determined by each individual participant. As previously discussed, the chosen velocity has in the past been shown to relate to VIMS (Helland et al, 2016; Reinhard et al, in press). It cannot be ruled out that this relationship arose because participants who were susceptible to motion sickness also preferred to drive at lower driving speeds, even in the absence of reported symptoms.…”

Section: Methodsmentioning

confidence: 99%

“…VIMS has been linked to driving behaviors exhibited in simulators, such as steering behavior (Helland et al, 2016) or chosen velocities (Helland et al, 2016; Reinhard, Kleer, & Dreßler, in press). It has been argued that induced symptoms may affect reaction times observed in the simulator (Karl, Berg, Rüger, & Färber, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Effects of Visually Induced Motion Sickness on Emergency Braking Reaction Times in a Driving Simulator

et al. 2019

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Objective: The study explores associations of visually induced motion sickness (VIMS) with emergency braking reaction times (RTs) in driving simulator studies. It examines the effects over the progression of multiple simulated drives. Background: Driving simulator usage has many advantages for RT studies; however, if it induces VIMS, the observed driving behavior might deviate from real-world driving, potentially masking or skewing results. Possible effects of VIMS on RT have long been entertained, but the progression of VIMS across simulated drives has so far not been sufficiently considered. Method: Twenty-eight adults completed six drives on 2 days in a fixed-base driving simulator. At five points during each drive, pedestrians entered the road, necessitating emergency braking maneuvers. VIMS severity was assessed every minute using the 20-point Fast Motion Sickness Scale. The progression of VIMS was considered in mixed model analyses. Results: RT predictions were improved by considering VIMS development over time. Here, the relationship of VIMS and RT differed across days and drives. Increases in VIMS symptom severity predicted more prolonged RT after repeated drives on a given day and earlier within each drive. Conclusion: The assessment of VIMS in RT studies can be beneficial. In this context, VIMS measurements in close temporal proximity to the behaviors under study are promising and offer insights into VIMS and its consequences, which are not readily obtainable through questionnaires. Application: Driving simulator–based RT studies should consider cumulative effects of VIMS on performance. Measurement and analysis strategies that consider the time-varying nature of VIMS are recommended.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Effects of Visually Induced Motion Sickness on Emergency Braking Reaction Times in a Driving Simulator

et al. 2019

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“…In historical accident reports, data are often incomplete, whereas in questionnaires, reliability may be low ( 31 ); thus, an experimental approach, that can elicit and measure a participant’s reactions and objective behavior, was adopted in this study. In maritime transportation, navigation simulators are commonly used for conducting experiments ( 32 , 33 ).…”

Section: Methodsmentioning

confidence: 99%

Relationship between Overconfidence and Risky Behavior among Ship Crew

Wang

Shi

2020

Transportation Research Record: Journal of the Transportation R

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Human factors are a primary cause of maritime accidents. This paper explores the relationship between risky behavior and overconfidence among members of a ship crew. Data on confidence and risky behaviors were collected through experiments carried out on a navigation simulator and an associated questionnaire. Contingency table analysis and chi-square test were then performed to clarify the relationships between these variables. The results indicated that both overconfidence and underconfidence were potential causes of risky behaviors among crew members; the type of risky behavior undertaken was also found to be related to both overconfidence and underconfidence. Levels of confidence varied with individual characteristics such as age and sailing experience. The major findings were as follows. Crew members aged 25 years or younger were more likely to be overconfident; crew members with less sailing experience were more likely to be either highly overconfident or underconfident; highly overconfident and underconfident crew members were more prone to involvement in collisions; skill-based risky behaviors were most associated with underconfidence; rule-based risky behaviors were more likely to be exhibited by highly overconfident or underconfident crew members; knowledge-based risky behavior was primarily observed in highly overconfident crew members. This paper fills a current research gap by identifying the individual characteristics that induce risky behaviors, which will be beneficial in enabling the maritime sector to develop targeted interventions to prevent maritime accidents.

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“…We understand non‐interactive VR as an environment requiring only 3° of freedom (3‐DoF, head movement on the x and y as well as body turning) without controllers, for example a 360° video viewed on a Samsung Gear VR headset. On the other end of the spectrum are fully interactive 6‐DoF environments featuring environmental manipulation such as surgical training programs (eg, Frederiksen et al., 2020) or human‐in‐the‐loop driving simulators (Reinhard et al., 2019). Due to higher degrees of freedom provided by controllers and room‐scale tracking, 6‐DoF environments are usually created with interactivity in mind, which holds great promise in future interactive vocational learning environments, since experienced immersion will be higher (Slater, 2003, 2018).…”

Section: Introductionmentioning

confidence: 99%

Remote vocational learning opportunities—A comparative eye‐tracking investigation of educational 2D videos versus 360° videos for car mechanics

Hekele

Spilski

Bender³

et al. 2021

Brit J Educational Tech

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This study utilises a novel approach to investigate the effectiveness of different learning modalities by combining video‐based learning with eye‐tracking. An excerpt taken from a vocational education instruction for car mechanics was videotaped using two different cameras: a standard 2D video camera and a professional 360° camera. The video recorded with the 2D camera was presented on a tablet, with a fixed angle, whereas the video recorded with the 360° camera was presented as non‐interactive 3DoF virtual reality (nVR) environment using a head‐mounted display. In both conditions, participants’ fixation patterns were recorded and analysed in conjunction with a set of standardised questionnaires. Participants (N = 48) were randomly assigned to either the 2D‐video group or the nVR group, with 23 participants in the 2D‐video and 25 participants in the nVR group. The task of the participants in both groups was to watch the educational video while wearing an eye‐tracker and then complete a standardised test on the presented content. The eye‐tracking data indicated that participants in the nVR group showed longer total fixation durations on the instructor, but not other areas of interest, compared to the 2D video group. The standardised test indicated no differences in learning outcome between the groups. Implications from the current study as well as limitations and a outlook for further research will be discussed. What is already known about this topic Virtual reality (VR) technology is getting more commonplace in educational settings. It is unclear whether VR‐based learning holds clear benefits over more traditional approaches such as hands‐on‐training or video‐based learning. What this paper adds This paper adds a comparison of two common video‐based teaching techniques and compares them in respect to learning outcome and learner's attention. The novelty of the current paper is the addition of eye‐tracking in both tablet‐based and HMD‐based learning scenarios to investigate learners' visual attention. Describes potential attention benefits of 360° videos compared to 2D videos despite no differences in learning outcome directly. Implications for practice and/or policy Results highlight the potential of placing more focus on social factors in 360° video material. Future 360° videos and VR environments can add additional focus on instructors or other socially relevant aspects to foster student learning and engagement.

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The impact of individual simulator experiences on usability and driving behavior in a moving base driving simulator

Cited by 16 publications

References 17 publications

Effects of Visually Induced Motion Sickness on Emergency Braking Reaction Times in a Driving Simulator

Effects of Visually Induced Motion Sickness on Emergency Braking Reaction Times in a Driving Simulator

Relationship between Overconfidence and Risky Behavior among Ship Crew

Remote vocational learning opportunities—A comparative eye‐tracking investigation of educational 2D videos versus 360° videos for car mechanics

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