Correlational Data that Support a Constructive Assessment of Driving Skills

Correlational Data that Support a Constructive Assessment of Driving Skills

Kenneth C. Mills, Ph.D. • Profile Associates

Robert C. Hubal, Ph.D. • RTI International

Interservice/Industry Training, Simulation and Education Conference

Orlando, FL

28 November 2001

Session HS-6 • Low-Cost Performance Measurement Tools

RTI’s Initiative inTechnology Assisted Learning

RTI’s Initiative inTechnology Assisted Learning

• Grew out of U.S. Army Learning & Training Effectiveness symposia for individual and collective learning

• Apply technology intelligently to learning situations– Match level of interactivity to the skills being learned– Consider factors such as

• Nature of to-be-learned content• Student control over learning process• Student characteristics• Level of guidance/feedback provided

• Integrate technology seamlessly into learning environment

• Measure cost-effectiveness

ALEALE

IMIIMI KSAKSA

Eval.Eval.

TechnologyTechnology

presentationdistribution

development

measurementmanagement

Live

Constructive

Virtual

Training MethodTraining Method

LectureLecture

DemonstrationDemonstration

PracticalPracticalExerciseExercise

PerformancePerformanceExamExam

Validate Skills

FamiliarizeKnowledge

Practice Skills

Acquire Skills

Profiler Part-Task TrainerProfiler Part-Task Trainer

• Ability to accelerate learning in scanning, hazard perception, skill integration in a virtual environment

• Requires standard PC with appended steering wheel and foot pedals

• Practice lap plus four levels of difficulty

• User must respond to stop signs, signal lights, objects in roadway, oncoming traffic, and radio calls

Research withN.C. State Highway Patrol

Research withN.C. State Highway Patrol

• Validation studies conducted with 4 cadet classes• Compared lab performance on computerized tests with

evaluation of track performance• Assessed heart rate, eye movement, instructor & student

ratings• Key findings:

– Positive correlation between performance in lab and on track– First published comparison between live and virtual performance– Suggestive evidence of PTT as a selection tool– Increasing task demands increase tunnel vision in both computer

and track evaluations

Tunnel VisionTunnel Vision

• Increases gradually with signs of sympathetic arousal

• Increases with unfamiliarity and surprises

• Consistent in individuals across situations; driving or weapons training

• Cadets with less tunnel vision had fewer eye movements on PTT task– Tunneling is nervous oversampling of the scene

– Untrained drivers use more eye movements to accomplish less

– Good drivers sample from all parts of scene calmly

Research in ProgressResearch in Progress

• Research in progress– Integrating PTT into emergency driver training curricula

– Gauging student scanning, reaction times, decision-making, tunneling

– Assessing ability of driver trainers to use tool as an adjunct to classroom and track

• Sites– AB Tech CC, Asheville

– Western Piedmont CC, Morganton

– NC State Highway Patrol Training Academy, Raleigh

– NC Justice Academy, Salemburg

Research GoalsResearch Goals

• Validate software against objective criteria

• Instructor, student perceptions

• Optimal number of PTT sessions per student

• Usefulness for different types of students

• Usefulness for non-emergency services driver training

• Ability to interpret scoring chart

& focus follow-up training

FindingsFindings

• Marked improvement in performance from first PTT administration to second

• Cadets with higher PTT scores (especially on more complex levels) showed fewer errors on track (especially on most-demanding second of three test laps)

• PTT scores related to driving instructor ratings of smoothness of driving, setting up for turns– Ability to remain calm under high demand

• Students report PTT accurately reflects visual and mental demands of emergency driving

• Equally applicable to all students; no effects of age, education, driving experience, computer usage

Conclusions to DateConclusions to Date

• Training that reduces an officer’s threat reaction will lower the odds of tunneling and overreaction– Virtual environments allow presentation of uncommon, expensive,

dangerous events– Virtual environments compress the experience

• Gaining awareness of how PTT is useful during driver training– Best employed twice or perhaps three times.– Should be used after student has gained some driving experience,

but before intensive specialized training– Most effective when used in conjunction with classroom and on-

track time