Transcript Using Profiler as a Driver Training Assessment Tool

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 in
Technology Assisted Learning
• Grew out of U.S. Army Learning & Training
Effectiveness symposia for individual and collective
learning
• Apply technology intelligently to learning situations
ALE
distribution
presentation
IMI
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
KSA
development
management
measurement
– Match level of interactivity to the skills being learned
– Consider factors such as
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Technology
Eval.
Validate
Skills Performance Live
Exam
Practice
Skills
Acquire
Skills
Familiarize
Knowledge
Practical
Exercise
Constructive
Demonstration
Virtual
Lecture
Training Method
Profiler 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 with
N.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:
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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 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 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
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AB Tech CC, Asheville
Western Piedmont CC, Morganton
NC State Highway Patrol Training Academy, Raleigh
NC Justice Academy, Salemburg
Research Goals
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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
• 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 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 ontrack time