Correlational Data that Support aConstructive Assessment of Driving Skills
Correlational Data that Support aConstructive 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 & TrainingEffectiveness symposia for individual and collectivelearning
•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 learningenvironment
•Measure cost-effectiveness
ALEALE
IMIIMI
KSAKSA
Eval.Eval.
TechnologyTechnology
presentation
distribution
development
measurement
management
Live
Constructive
Virtual
Training MethodTraining Method
LectureLecture
DemonstrationDemonstration
PracticalPractical
ExerciseExercise
PerformancePerformance
ExamExam
ValidateSkills
Familiarize
Knowledge
PracticeSkills
AcquireSkills
Profiler Part-Task Trainer
Profiler Part-Task Trainer
•Ability to accelerate learning in scanning, hazardperception, skill integration in a virtual environment
•Requires standard PC with appended steeringwheel and foot pedals
•Practice lap plus four levels of difficulty
•User must respond to stop signs, signal lights, objects inroadway, 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 withevaluation of track performance
•Assessed heart rate, eye movement, instructor & studentratings
•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 andtrack evaluations
Tunnel Vision
Tunnel Vision
•Increases gradually with signs of sympathetic arousal
•Increases with unfamiliarity and surprises
•Consistent in individuals across situations; driving orweapons training
•Cadets with less tunnel vision had fewer eye movementson 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 Progress
Research 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 toclassroom and track
•Sites
–AB Tech CC, Asheville
–Western Piedmont CC, Morganton
–NC State Highway Patrol Training Academy, Raleigh
–NC Justice Academy, Salemburg
Research Goals
Research 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
Findings
Findings
•Marked improvement in performance from first PTT administration tosecond
•Cadets with higher PTT scores (especially on more complex levels)showed fewer errors on track (especially on most-demanding secondof three test laps)
•PTT scores related to driving instructor ratings of smoothness ofdriving, setting up for turns
–Ability to remain calm under high demand
•Students report PTT accurately reflects visual and mental demands ofemergency driving
•Equally applicable to all students; no effects of age, education, drivingexperience, computer usage
Conclusions to Date
Conclusions to Date
•Training that reduces an officer’s threat reaction will lowerthe 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 drivertraining
–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
