新驾驶员险情感知训练研究
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摘要
随着中国的快速汽车化,道路交通安全形势日益严峻,而大量涌现的新驾驶员成为严重影响驾驶安全的直接或间接因素。论文针对新驾驶员险情识别和应对能力进行了基于驾驶仿真体验和绩效反馈的一系列研究,以期探索提高新驾驶员险情感知能力的途径和方法,进而揭示有关干预措施的内在作用机理。
首先运用聚焦群体访谈法和问卷调查法搜集整理和筛选出在北京城市道路条件下最为典型和常见的道路险情,形成了典型险情场景库。然后运用虚拟现实仿真技术,研制了能用于驾驶仿真训练、测试和实验数据分析的驾驶仿真系统,将一系列险情案例按照实验研究要求制作成虚拟驾驶场景,以便进行新驾驶员险情应对训练和干预,同时通过两类不同经验驾驶员的预实验初步验证了实验方法的可行性。
参照计划行为理论并基于体验式驾驶训练和绩效反馈思想,设计了包含8种不同类型道路险情的训练干预实验,16名训练组新驾驶员接受所设计的综合训练干预,包括在模拟器上进行8个险情的驾驶操作,事后进行自身驾驶绩效的录像反馈和安全行为示范教育,与另外16名未进行此类训练干预的对照组新驾驶员进行对比考核,用另外对应的8个不同险情来检验训练效果。结果表明训练组的险情处理绩效、险情预测程度显著高于对照组,而脑力负荷则低于对照组,速度响应更为及时,从而证明了所提训练干预方法在仿真驾驶情境下的有效性。
为了进一步探究驾驶仿真训练方法的机理并提高其训练效果,第二个实验对比了融入错误管理培训思想的驾驶仿真训练和录像示范训练的差异性。两者在犯错暴露次数等关键指标上进行了等量搭配,以便保证可对比性。结果表明:前者在提高险情处理绩效上更为有效,此外还有助于提高受训者的元认知活动和内在激励水平,从而进一步验证了体验驾驶中自我探索的重要性。
研究成果对于探索新驾驶员险情感知训练方法和提高训练效果具有重要实用价值,对于揭示训练干预作用机理具有一定的理论价值。本研究的方法和主要结论对于其它领域的训练干预也有理论和实际借鉴意义。
Along with the rapid motorization, China’s road transportation safety problem is becoming more and more challenging. The rapid increase of novice drivers on road has become a major direct/indirect factor that seriously affects driving safety. This dissertation conducted a series of experimental studies on novice driver’s road hazard perception and handling performance using participative driving simulation and feedback. The aim is to explore approaches and methods to effectively improve novice drivers’hazard perception and to investigate underlying mechanism of these approaches.
First, focus group discussions and questionnaires were used to collect and select typical road hazards that appear more popular in Beijing road transportation system. Then virtual reality simulation techniques were used to establish a driving simulation system that can be used for driving simulation training, testing, data recording and afterward analysis. The selected typical road hazards were all developed to be simulation scenarios for experimental study. Validity and feasibility were primarily proved by a pilot test using 8 novice drivers and 8 experienced drivers for the designed simulation scenarios.
Referring to the Theory of Planned Behavior and the idea of participative driving simulation training and own performance feedback, 8 different training scenarios were used for intervention of novice driver’s hazard perception and handling. Sixteen novice drivers of the treated group received participative simulated driving training and their own performance feedback using their own driving data after driving. Recommended hazard handling method was also shown to the participants as enhanced treatment. For the 16 participants in the control group, no training was provided. Six weeks later, participants in the both groups were tested using 8 corresponding but different hazard scenarios. Results show that the treated group had significantly higher hazard handling performance, significantly better hazard anticipation, significantly earlier response to emerging hazardous scenarios, and lower mental workload. These results indicate that the treatment method is effective in improving novice driver’s hazard handling performance.
Next step in order to investigate the mechanism of training based on simulated driving and improve the training efficiency, a comparative study was conducted between simulation-based error management training (SEMT) and video-based guided error training (VGET) under the premise of equal exposure to errors. The SEMT group allows its 16 participants to drive on a desktop simulator to interact with a 14km road containing 8 hazards and they were encouraged to treat error as a positive way of learning. The VGET group allows its 16 participants to view pre-made driving video either with or without handling errors. Results show that SEMT group had significantly higher hazard handling performance, significantly higher metacognition and intrinsic motivation in the one-week later testing experiment. These results validated the importance of self-exploration in the participative driving.
The findings in this study have apparent potential practical impact for novice driver training and also theoretical contribution in understanding the mechanism of novice driver intervention in dealing with road hazards. The methods and main conclusions can also be extended to training in other domains.
首先运用聚焦群体访谈法和问卷调查法搜集整理和筛选出在北京城市道路条件下最为典型和常见的道路险情,形成了典型险情场景库。然后运用虚拟现实仿真技术,研制了能用于驾驶仿真训练、测试和实验数据分析的驾驶仿真系统,将一系列险情案例按照实验研究要求制作成虚拟驾驶场景,以便进行新驾驶员险情应对训练和干预,同时通过两类不同经验驾驶员的预实验初步验证了实验方法的可行性。
参照计划行为理论并基于体验式驾驶训练和绩效反馈思想,设计了包含8种不同类型道路险情的训练干预实验,16名训练组新驾驶员接受所设计的综合训练干预,包括在模拟器上进行8个险情的驾驶操作,事后进行自身驾驶绩效的录像反馈和安全行为示范教育,与另外16名未进行此类训练干预的对照组新驾驶员进行对比考核,用另外对应的8个不同险情来检验训练效果。结果表明训练组的险情处理绩效、险情预测程度显著高于对照组,而脑力负荷则低于对照组,速度响应更为及时,从而证明了所提训练干预方法在仿真驾驶情境下的有效性。
为了进一步探究驾驶仿真训练方法的机理并提高其训练效果,第二个实验对比了融入错误管理培训思想的驾驶仿真训练和录像示范训练的差异性。两者在犯错暴露次数等关键指标上进行了等量搭配,以便保证可对比性。结果表明:前者在提高险情处理绩效上更为有效,此外还有助于提高受训者的元认知活动和内在激励水平,从而进一步验证了体验驾驶中自我探索的重要性。
研究成果对于探索新驾驶员险情感知训练方法和提高训练效果具有重要实用价值,对于揭示训练干预作用机理具有一定的理论价值。本研究的方法和主要结论对于其它领域的训练干预也有理论和实际借鉴意义。
Along with the rapid motorization, China’s road transportation safety problem is becoming more and more challenging. The rapid increase of novice drivers on road has become a major direct/indirect factor that seriously affects driving safety. This dissertation conducted a series of experimental studies on novice driver’s road hazard perception and handling performance using participative driving simulation and feedback. The aim is to explore approaches and methods to effectively improve novice drivers’hazard perception and to investigate underlying mechanism of these approaches.
First, focus group discussions and questionnaires were used to collect and select typical road hazards that appear more popular in Beijing road transportation system. Then virtual reality simulation techniques were used to establish a driving simulation system that can be used for driving simulation training, testing, data recording and afterward analysis. The selected typical road hazards were all developed to be simulation scenarios for experimental study. Validity and feasibility were primarily proved by a pilot test using 8 novice drivers and 8 experienced drivers for the designed simulation scenarios.
Referring to the Theory of Planned Behavior and the idea of participative driving simulation training and own performance feedback, 8 different training scenarios were used for intervention of novice driver’s hazard perception and handling. Sixteen novice drivers of the treated group received participative simulated driving training and their own performance feedback using their own driving data after driving. Recommended hazard handling method was also shown to the participants as enhanced treatment. For the 16 participants in the control group, no training was provided. Six weeks later, participants in the both groups were tested using 8 corresponding but different hazard scenarios. Results show that the treated group had significantly higher hazard handling performance, significantly better hazard anticipation, significantly earlier response to emerging hazardous scenarios, and lower mental workload. These results indicate that the treatment method is effective in improving novice driver’s hazard handling performance.
Next step in order to investigate the mechanism of training based on simulated driving and improve the training efficiency, a comparative study was conducted between simulation-based error management training (SEMT) and video-based guided error training (VGET) under the premise of equal exposure to errors. The SEMT group allows its 16 participants to drive on a desktop simulator to interact with a 14km road containing 8 hazards and they were encouraged to treat error as a positive way of learning. The VGET group allows its 16 participants to view pre-made driving video either with or without handling errors. Results show that SEMT group had significantly higher hazard handling performance, significantly higher metacognition and intrinsic motivation in the one-week later testing experiment. These results validated the importance of self-exploration in the participative driving.
The findings in this study have apparent potential practical impact for novice driver training and also theoretical contribution in understanding the mechanism of novice driver intervention in dealing with road hazards. The methods and main conclusions can also be extended to training in other domains.
引文
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