Smart driver training simulation save money, prevent PDF
Preview Smart driver training simulation save money, prevent
Smart Driver Training Simulation Wolf Dieter Ka¨ppler Smart Driver Training Simulation Save Money. Prevent. 123 Dr.WolfDieterKa¨ppler Forschungsgesellschaftfu¨r Angewandte Naturwissenschaftene.V. (FGAN) NeuenahrerStr.20 53343Wachtberg Germany [email protected] ISBN:978-3-540-77069-5 e-ISBN:978-3-540-77070-1 LibraryofCongressControlNumber:2008927363 c 2008Springer-VerlagBerlinHeidelberg ⃝ Thisworkissubjecttocopyright.Allrightsarereserved,whetherthewholeorpartofthematerialis concerned,specificallytherightsoftranslation,reprinting,reuseofillustrations,recitation,broadcasting, reproductiononmicrofilmorinanyotherway,andstorageindatabanks.Duplicationofthispublication orpartsthereofispermittedonlyundertheprovisionsoftheGermanCopyrightLawofSeptember9, 1965,initscurrentversion,andpermissionforusemustalwaysbeobtainedfromSpringer.Violationsare liabletoprosecutionundertheGermanCopyrightLaw. Theuseofgeneraldescriptivenames,registerednames,trademarks,etc.inthispublicationdoesnotimply, evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevantprotectivelaws andregulationsandthereforefreeforgeneraluse. Coverdesign:WMXDesignGmbH Printedonacid-freepaper 9 8 7 6 5 4 3 2 1 springer.com Abstract Atitscore,beingaroadusermeanssolvingconstantnewdrivingtasksinconstantly changingcontexts;asaformofsocialbehavior,itextendsbeyondmotorvehicleop- eration.Thedriver’sfreedomofactionmeansthathisorherattitude,behaviorand motivation are given special importance. For this reason, targeted training proce- duresareusedtoimprovetrafficsafety.Inthisrespect,thankstorapidlyadvancing technological developments, driving simulators offer interesting possible applica- tions,and,furthermore,advantagesintermsofobjectification,documentation,data captureandevaluation.Astherearehardlyanyrisksordangers,however,theuseof driving simulators requires specific training concepts which are based on an anal- ysisoftasks,activitiesandboundaryconditions,andwhichallocateothertraining mediatheirplaceinanoveralltrainingsystem. Thismanualbringstogetherthebasicprinciplesofeducationandtraining,mod- eling,taskdescriptionandanalysis,andtheprosandconsofsimulationasatraining method. It describes the method used to design appropriate teaching and training programs. The main components and a taxonomy of the simulator technology are presented.Asanexample,aninterlinkeddrivingteachingprogramwhichhasbeen carriedoutispresented,withvehiclesandsimulatorsforprofessionaldrivers.This isfollowedbythreeadvancedtrainingprogramswhichhavealsobeentested.These simulatortrainingcoursesforprofessionalhazardousmaterialsandpackagegoods driversarebasedonoptimizedsimulator-specificteachingandtrainingmatter,cov- ering an economic driving technique, an anticipatory driving technique including rareeventsandafrustration-resistantdrivingtechnique,i.e.self-control.Theman- ualisroundedoffbydescriptionsofscripts,learningstrands,measurementvalues, questionnaires and analysis procedures to assess training success. Organizational forms, business management calculations and staff selection processes are sug- gested for the actual running of simulators. These are complemented by easy-to- understandprofilesandinstructionsfor“trainthetrainer”courses. v Preface A good decade after the temporary end of attempts to make driving simulation intoanaccepted,productiveteachingandtrainingtechnology,newpossibilitiesand chances are on the horizon, motivated by current EU legislation. The author has been involved, in terms of technology and content, in the development of driving simulatorsandhastrackedtheirprogress.Thisbookattemptstotakedrivingsimu- lation seriously as a technology for teaching and training, to demonstrate possible paths for future development and to promote the formation of a community as a basisforfuturesuccess. The author would like to thank all the institutions, companies and universities involvedforprovidinghimwithmaterial,andfortheirconstantwillingnesstodis- cussmatters.SpecialthanksgotoProf.R.BernotatandtheResearchEstablishment forAppliedSciences(Forschungsgesellschaftfu¨rAngewandteNaturwissenschaften e.V.)inWachtberg,Prof.H.-P.WillumeitandBerlinUniversityofTechnology,and allstaffandstudents,fortheyearsoffactual,financial,technologicalandpersonal support.OnbehalfoftheaboveIwouldliketothankthetranslator,AnneKoth. Althoughthemasculinegenderhasbeenchoseninthetextforconvenience,the informationappliesequallytothefemininegender. vii Contents 1 Introduction:DemandandReality ............................... 1 1.1 TheTechnologicalGenesisofDrivingSimulation ............... 2 2 TeachingandTrainingwithSimulators........................... 5 2.1 Drivers,VehiclesandErrors.................................. 5 2.2 DevelopingaModel ........................................ 12 2.3 TrainingCourseDesign ..................................... 14 2.3.1 AimsandSubjectMatterofTrainingCourses ............ 17 2.3.2 TrainingConcept .................................... 18 2.3.3 DescriptionandAnalysisofActivity .................... 20 2.3.4 EvaluationandEffectiveness........................... 22 2.4 TrainingMedia ............................................ 23 2.4.1 Simulators.......................................... 24 2.4.2 Definitions.......................................... 25 2.4.3 DevelopingaModel,TransferandValidity............... 27 2.4.4 DrivingSimulators:SetupandRequirements ............. 32 2.4.5 TypologyofDrivingSimulators ........................ 37 2.4.6 AdvantagesandLimitsofSimulators ................... 45 3 BasicSmartTruckDrivingTrainingProgram..................... 49 3.1 Targets ................................................... 51 3.1.1 DrivingSkills ....................................... 52 3.1.2 Legality ............................................ 53 3.1.3 SafetyConsciousness................................. 53 3.1.4 Solidarity........................................... 54 3.1.5 Morality............................................ 54 3.2 AnalysisofCEDriverTrainingPlan........................... 55 3.3 NewTrainingSystem ....................................... 61 3.3.1 ExtensionstoTrainingCourse ......................... 64 3.3.2 Computer-AssistedInstruction ......................... 65 ix x Contents 4 SmartDriverTrainingPrograms ................................ 67 4.1 DrivingTasksinPublicBuses,HazardousMaterialandPackaged GoodsTransport ........................................... 67 4.1.1 SelectionofCriticalSituations ......................... 69 4.2 AimsandConceptoftheTrainingCourse ...................... 72 4.3 EconomicalDriving ........................................ 75 4.3.1 LearningStrandandRoute ............................ 76 4.3.2 Implementation...................................... 80 4.4 AnticipatoryDrivingTechnique .............................. 80 4.4.1 LearningStrandandImplementation.................... 81 4.5 Frustration-ResistantDrivingandSelf-Control .................. 82 4.5.1 LearningStrand,DisruptionScenariosandSituationalEvents 83 4.5.2 Implementation...................................... 88 4.6 EvaluationofTrainingResults................................ 91 4.6.1 NotesonEvaluatingtheValues......................... 98 4.7 ExampleScheduleandSimulators ............................101 4.8 GroupTraining ............................................102 4.8.1 IntroductiontotheProgramoftheDay ..................105 4.8.2 SensitizationfortheTopic.............................105 4.8.3 DangersoftheJobandImprovingSafety ................106 4.8.4 Communication .....................................108 4.8.5 StressandStressManagement .........................112 4.8.6 IntegrationofTrainingUnits...........................113 4.9 Questionnaires.............................................114 4.9.1 AssessmentoftheDay’sTraining ......................114 4.9.2 AssessmentoftheTrainer .............................115 4.9.3 Semantic Differentials for Driving Simulator andDrivingTasks....................................116 4.9.4 Preparation .........................................118 4.9.5 PrivateandProfessionalSituation ......................119 4.9.6 Questionnaire on Attitude toward Road TrafficSafetyandDrivingStyle ........................119 4.9.7 Follow-upandTrainingNeeds .........................121 4.10 NotesonTrainers’Qualifications,BriefingsandReplays..........122 5 ConcludingRemarks ...........................................129 6 Bibliography ..................................................135 Chapter 1 Introduction: Demand and Reality Awiderangeofeducationalandtrainingsectorsusesimulations,andtheirtechnical offshoots,simulators,e.g.flightsimulatorstotrainpilots,orshipsimulatorstotrain captains. Even rail companies use railway simulators. Driving simulators are not usedtothesameextent.Somelarge-scaleprojectscanbefoundinternationally,e.g. intheUSAorinGermanyandFrance,andtherearearangeofdrivingschoolswhich use small driving simulators – usually, and tellingly, technically reworked games simulators.However,therearenodefininglinestosaywhatadrivingsimulatoris,or whatoneneedstodointermsoftechnologyandcontentforadevicetocountasone. Therearealsonomajorcommonpolicydecisions.Thebestmodelforsuccessfully creating these defining lines is the driving simulator’s greatest competitor, the car itself. Aglanceatthetechnologicalgenesisoftheautomotiveindustryshowsthatma- jor, early policy decisions contributed to its success. As early as the start of the twentieth century, the groups concerned agreed on the specifications required by a piece of technology to be called an “automobile”: A car has four wheels and a piston engine, has space for four people and their luggage, and drives as fast as possible.Itsaimwasalsodefinedandaccepted:Theautomobileshouldcrossfairly largedistancesquicklyandcomfortably.Atthetime,itwasknowninGermanasa “Rennreise-Limousine”(long-distanceracingsedan),asKnie(1994)describedvery well. In the case of simulators, the reasons no policy decisions have been made, and nodefininglinesdrawnup,areeasytofind.Unlikeflying,drivingacarisahighly dynamic affair. Drivers are only a few meters away from objects they pass at a comparativelyhighspeed.Fromtheobserver’spointofview,relativelyhighangu- larvelocitiesarereached.Furthermore,thesocialtrafficenvironment,especiallyin towns,standsoutfortheexceptionallyhighnumberofobjectsandpeople,alsomov- ing.Thecourseofthevehicle’smovementinvolveshighaccelerationsandfrequen- cies,whetherduringbrakingorincurves.Oneresultofthisisthat“roadtesting”has becomeestablishedasateachingdepartmentatwell-knownuniversities.Thereare alsoextensiveDINandISOstandardsonhowtocarryoneout–anotherindication that the process has been successful, policy decisions drawn up and defining lines W.D.Ka¨ppler,SmartDriverTrainingSimulation, 1 c Springer-VerlagBerlinHeidelberg2008 ⃝ 2 1 Introduction set down: a typical task for standardization committees. This has not occurred in drivingsimulation. As well as the technological specifications, there are also boundary conditions. Onecharacteristicofdrivingisthedriver’sextensivefreedomtoactandmakedeci- sions;thisisbroughtintoplayasanadvertisingploy,withgoodreasonconsidering thecontext.However,unlikeflightsimulation,wherepilotsworkthroughpresetac- tionroutines,outsidecriticalsituations,itispreciselythis“freedom”whichplaces highdemandson“valid”learningstrandsindrivingsimulators.Forstudentstoget a reasonably realistic experience of driving, the learning strands (here: vocation- ally oriented thematic units) must create an almost infinite range and quantity of situationalvariablesunknowntothestudents. Ontopofthis,ofcourse,comestheprice.Asimpledrivingsimulatorwithoutthis necessaryvarietyoflearningstrandscostsatleastasmuchasthevehiclesimulated. High-techdrivingsimulatorstotrainhazardousmaterialsdriverscostmanytimesas much,evententimesasmuch,asthetractortrailersinquestion.Thetractortrailer ontheroad,withanexpertdrivinginstructor,alsomeansthelearningstrandcanbe variedinawaythesimulatorcanhardlyequal,evenwhenalltechnologicalpossi- bilitiesareputtouse.Flightsimulatorsdonothavethisproblem;quitethereverse: Aflightsimulatorlessongenerallycostsonlyonetenthofanactualflightlesson. However,thereasonslistedabovearenottheonlycauseforthefailureofdriving simulation as a training method. A glance at the technological genesis of driving simulation shows that the wide community of engineers, psychologists, sociolo- gists, economists, politicians, ecologists, associations, academies and universities involvedhavenotmanagedtomakethenecessarypolicydecisionsandcreatewide- scope definitions. There is no explanation of what driving simulators actually are, technologically:Bothamultimillion-dollarhigh-techdeviceandacontrolunitwith asteeringwheelandamonitorarecalleddrivingsimulators. More serious, however, are the problems which occur due to the lack of wide- scopedefinitionsfortheaim,useandpurposeofdrivingsimulators.Isitfordemon- stration, to satisfy people’s urge to play games, to replace a vehicle, for research, risktraining,education,continuededucationorinlieuofadrivingschool? 1.1 TheTechnologicalGenesisofDrivingSimulation Thetechnologicalgenesisoftheautomobiledemonstratestheadvantagesofmaking policydecisionsearly.Suchdecisionsweremadewithinthecommunity,despiteall thecompetitionthere,and,incredibly,stillfirmlyapplytoday,morethan100years aftertheywerefirstintroduced.Forexample,Knie(1994)believesthisaccountsfor thesuccessofthedieselengine,whichisapistonengine,thebasisforwhichwas laid down in the form of policy decisions by MAN and others as early as 1910. It alsoaccounts,hebelieves,forthefailureoftheNSU/Wankelproject(notapiston engine),whichmayalsohavebeenaffectedbyalackofindustryinterestorsubtle sabotage.
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