Effectiveness of
Simulation-based Trainings
for Drivers
Workshop on Simulator-Based Trainings for Driver
15th of May, Ankara
German Academy for Driving Instructors
University of Potsdam
Institute for Applied Research on
Childhood, Youth, and the Family
Dipl.-Psych. Bianca Bredow
e-Mail: [email protected]
Prof. Dr. Dietmar Sturzbecher
e-Mail: [email protected]
Expectations on simulation-based trainings
•
1
Possibly potentials:
 Control of the training environment1
 Standardization of learning content; possibility to purposefully
train learner drivers according to their competencies2
 Experience of driving situations, that are rarely to find and cannot
be planned in regular traffic1
 Experience of dangerous driving situations
under low-risk conditions1, 3
 Experience the effects of distractors
(e. g. mobile phones)1
 Objective and ecologically valid performance
measurements1, 2, 4
 Novel possibilities for feedback
 Cost-efficiently widening of learning-time
Hoeschen et al., 2001; 2 van Emmerik, 2004; 3 Weiß et al., 2009; Genschow, Sturzbecher & Willmes-Lenz, 2013; 4 Lew et al., 2005
Workshop on Simulator-Based Trainings for Driver
15th of May, Ankara
2/11
Approaches to classify simulators
(1) Kind of model1:
 Physical model (complete or partial replica of a vehicle)
 Computer model (computer software, possibly with several screens or
with pedals and a steering wheel)
 Symbolic model (dummy without virtual display)
(2) Level of fidelity1:
 Low vs. high fidelity dependent e. g. on resolution, accuracy, interaction,
temporality, causality and sensitivity
(3) Kind of simulated road user2:
 e. g. car driver, motorcyclist, truck driver or driver of an emergency vehicle
(4) Costs3:
 Low cost
 Medium cost
 High cost
 Very high cost
1
< 10.000 Euro
< 30.000 Euro
< 500.000 Euro
> 500.000 Euro
resp.
resp.
resp.
resp.
< 29.100 TRY
< 87.300 TRY
< 1.455.036 TRY
> 1.455.036 TRY
Roza, 2005; 2 Ewert & Steiner, 2013; 3 Hoeschen et al., 2001
Workshop on Simulator-Based Trainings for Driver
15th of May, Ankara
3/11
Effectiveness of computer-based trainings
•
The possibilities for training skills in hazard perception and hazard
avoidance by using scientifically founded, computer-based low-costsimulators were examined in different empirical studies, e.g.:
1. „Drive Smart“ from Australia…
… has been developed for driving licence applicants
at the Monash University Accident Research
Centre.
… is focussing on hazard perception and
anticipation as well as on attentional control while
coping with multiple cognitive demands.
•
1
Experimental studies in a driving simulator environment proved the effectiveness by significant
improvement of hazard perception and attentional
control. Moreover they give evidence of transfer
effects on similar and novel hazard situations.1
Regan, Triggs & Godley, 2000
Workshop on Simulator-Based Trainings for Driver
15th of May, Ankara
4/11
Effectiveness of computer-based trainings
2. „Risk Awareness and Perception
Training” from the USA…
… is a computer-based interactive
presentation of risky szenarios focussing on hazard anticipation and
maintaining attention.
1
•
Experimental studies in driving
simulators and real traffic showed
significant better scanning behaviour; lasting (near and far) transfer
effects could be proved.
•
Chapman et al. (2002) conducted an experimental study with another computer-based
training and found a significant better scanning behaviour in real traffic, too.
•
Additionally Taylor et al. (2011) showed that even very short computer-based
trainings (1 hour duration) can cause a better scanning behaviour in real traffic; this
applies yet six months after training.
Fisher, Pollatsek & Pradhan, 2006; Pollatsek et al., 2006; Fisher, 2008
Workshop on Simulator-Based Trainings for Driver
15th of May, Ankara
5/11
First conclusion
1
•
The evidences indicate that computer-based trainings have a
significant potential to foster the hazard perception skills of
learner drivers:
 They can be a useful addition to theory lessons and practical
training.
•
However, computer-based trainings are not generally effective:
 The effectiveness depends on the specific design
of the learning material.
 Therefore we have to consider pedagogical and
media psychological findings, if we want to
develop effective computer-based trainings.1
Petzoldt et al., 2011; Brünken & Malone, 2011
Workshop on Simulator-Based Trainings for Driver
15th of May, Ankara
6/11
Effectiveness of high-cost simulators
1
•
In the field of driver education high-cost simulators are much less in
common use than computer-based trainings:
 There are just a few studies that investigated the effectiveness of highcost simulators; those studies are often limited in their methodical
design.1
•
Existing studies show, that high-cost simulators are more qualified for
impartation of competencies like control of traffic situations, selfreflection, hazard perception and hazard avoidance than for impartation
of competencies like hazard defence.2
Cohn et al., 2009; de Winter, van Leeuwen & Happee, 2013; 2Hoeschen et al., 2001; Ewert & Steiner, 2013; Bönninger & Sturzbecher, 2005
Workshop on Simulator-Based Trainings for Driver
15th of May, Ankara
7/11
Influences on the effectiveness of simulators
•
•
1
Effectiveness is not monocausal related to the fidelity of the simulator;
fidelity can ambigously influence training effects:

On the one hand a high fidelity fosters the „ecological validity“ of the
learning environment and the user acceptance of the training.

On the other hand a high fidelity resp. a high complexity of the learning
environment fosters distraction and interferes with purposefully learning.

Instead of being too complex, simulators should be focussed on the
competencies one would like to improve.
For a successful acquisition of skills and a lasting
transfer…
 the design of the learning material,
 the didactic integration of the simulator in the
learning process, and
 the kind of learner support
are more important than die type of applied simulator!1
Brünken & Malone, 2011; Vlakveld, 2005; de Winter et al., 2009; Mayora, 2007
Workshop on Simulator-Based Trainings for Driver
15th of May, Ankara
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Principles to involve simulation-based trainings successfully
in driver training1
(1) Focus on real-world problems:

Learning is promoted when learners are engaged in solving real-world
problems.
(2) Activation:

Learning is promoted when relevant previous experiences are activated.
(3) Demonstration:

Learning is promoted when the instruction demonstrates what has to be
learned rather than merely telling information about what has to be learned.
(4) Application:


Learning is promoted when learners are required to use their new
knowledge or skills to solve problems.
For this purpose scaffolding techniques should be used.
(5) Integration:

1
Learning is promoted when learners are encouraged to integrate the new
knowledge or skills into their everyday life.
Bressensdorf et al., 1995; Merill, 2002; de Groot, de Winter, Mulder & Wieringa, 2007
Workshop on Simulator-Based Trainings for Driver
15th of May, Ankara
9/11
Second conclusion
•
Simulation-based training is relatively unexplored
compared to driver training on the roads:
 Existing studies suggest that simulation-based trainings
can be an effective addition to traditional driver training.
•
Effectiveness depends above all on the media design and the
integration in driver training, less on technical aspects:
 Technical requirements should be selected by reference to the training
purposes.
 A compromise is needed, in which positive intervention effects (validity,
user acceptance) should be weighted against negative effects
(complexity, distraction).1
1
de Winter, 2009
Workshop on Simulator-Based Trainings for Driver
15th of May, Ankara
10/11
Third conclusion
•
By developing simulation-based trainings, aspects of
efficiency (costs, dissemination) have to be considered:
 Computer-based trainings can be merged with low costs
and a high prevalence.
Çok
teşekk
ür
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