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Group means of overall on-road performance before and after participation broken down for the three groups. Error bars in plots indicate the standard error of the mean. Please note dimension is arbitrary. Note: n.s., not significant; * < 0.05.
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Background: Age-related cognitive decline is often associated with unsafe driving behavior. We hypothesized that 10 active training sessions in a driving simulator increase cognitive and on-road driving performance. In addition, driving simulator training should outperform cognitive training.
Methods: Ninety-one healthy active drivers (62–87 years)...
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The driving performance of individuals with mild cognitive impairment (MCI) is suboptimal when compared to healthy older adults. It is expected that the driving will worsen with the progression of the cognitive decline and thus, whether or not these individuals should continue to drive is a matter of debate. The aim of the study was to provide supp...
Citations
... Different types of interventions have been examined in the literature for their effect on driving behaviors. These include cognitive-behavioral (e.g., Connors et al., 1986;Deffenbacher et al., 2000;Eensoo et al., 2011), educational (e.g., Af Wåhlberg, 2010Alvaro et al., 2018;Berlin et al., 2021;Brown, 1980), feedback (e.g., Casutt et al., 2014;Creaser, 2015;Cuenen et al., 2019;Donmez et al., 2008), training (e.g., Albertsson & Sundström, 2011;Anstey et al., 2018;Bédard et al., 2008;Boele-Vos & De Craen, 2015), motivational, goalsetting, or coping interventions (e.g., Baird et al., 2013;Baird et al., 2017;Brewster et al., 2015;Correa-Fernández et al., 2017), awareness campaigns (e.g., Crew & Johnson, 2011;Delhomme et al., 2008;Elliott & Armitage, 2009;Megías et al., 2017), and mixed programs (e.g., Blom & Blokdijk, 2021;Curry et al., 2003;Fromme & Corbin, 2004;Grant, 1990). In this section, we briefly describe the interventions identified in the literature. ...
... For this reason, when we ran the analyses, we treated these categories as distinct. The studies included in this meta-analysis concerned feedback received from several sources, such as alarm/notification systems that are intended to warn drivers of various hazards (Creaser, 2015;Drucker, 2013;Ouimet et al., 2020;Pavlidis et al., 2018;Sieber et al., 2015;Sullman, 2019;Tian et al., 2021;Verwey & Zaidel, 1999;Yazdani & Rassafi, 2019), feedback provided by an instructor (Molloy et al., 2021), feedback provided by a researcher Molloy et al., 2018b), performance reports (Giovanni et al., 2009;Howat et al., 1991;Merrikhpour, 2017;Merrikhpour & Donmez, 2017), video-based feedback (Lavallière et al., 2012), feedback given through a platform (Li et al., 2020) or combined feedback (Casutt et al., 2014;Donmez et al., 2008;Hickman, 2005;Molloy et al., 2018a;2019;Mullen et al., 2015; Peek-Asa et al., 2019). ...
... Yếu tố tuổi, hay vị trí việc làm có những ảnh hưởng nhất định khả năng nhận thức, chú ý của con người [4]. Nghiên cứu của Casutt và CS (2014) đánh giá các chỉ tiêu tâm lý trên 244 người đã ghi nhận kiểm tra COG, tác giả sử dụng bài kiểm tra không giới hạn thời gian và dựa trên thời gian trung bình của phản ứng chính xác và các đáp ứng không phù hợp để đánh giá sự chú ý lựa chọn, ghi nhận giá trị trong khoảng 3,04 -3,22 giây [5]. Marta và CS (2019) nghiên cứu 18 vận động viên cho thấy thời gian trung bình các phản ứng đúng là 1,7 giây, thời gian trung bình các phản ứng sai là 1,75 giây, số lần đúng là 73,66 lần. ...
Mục tiêu: Khảo sát một số đặc điểm tâm sinh lý ở nam giới người Việt Nam từ 17 - 57 tuổi bằng hệ thống Vienna Test System (VTS) tại Viện Y học Phòng không - Không quân từ năm 2020 - 2022. Phương pháp nghiên cứu: Nghiên cứu mô tả cắt ngang kết hợp phân tích các chỉ tiêu tâm sinh lý bằng hệ thống VTS trên 900 nam giới trong độ tuổi từ 17 - 57. Kết quả: Trong bài kiểm tra đánh giá tư duy và khả năng chú ý lựa chọn (COG), nhóm học sinh và sinh viên có khả năng tốt nhất. Đối với bài kiểm tra khả năng chịu đựng với stress (DT), nhóm học sinh, sinh viên cho kết quả tốt hơn đáng kể so với nhóm quân nhân. Với bài kiểm tra đánh giá khả năng định hướng hình ảnh (LVT), nhóm quân nhân cho kết quả làm đúng tốt hơn, tuy nhiên tốc độ làm bài còn chậm hơn so với nhóm học sinh, sinh viên. Kết luận: Trong đánh giá COG và DT, đối tượng trẻ tuổi như học sinh, sinh viên có xu hướng làm tốt hơn; trong khi đó, những người lớn tuổi có lợi thế hơn trong đánh giá LVT về số lần trả lời đúng, nhưng có tốc độ chậm hơn so với người trẻ tuổi. Từ khóa: Hệ thồng Vienna Test System (VTS), tâm sinh lý.
... Difficulties in assessing risk perception and self-awareness during the on-road driving test have been highlighted (The Swedish Transport Administration & The Swedish Transport Agency, 2019). Furthermore, the possibility of using driving simulators for certain elements of driver training and the driving test has been discussed, since driving simulators are wellaccepted tools for training in different types of transport and for various professional groups of drivers (Bates et al., 2018;Casutt et al., 2014;Olsson et al., 2021;Pollatsek et al., 2011). ...
Young people represent a high-risk group of drivers and the prevalence of road traffic crashes among young drivers is high. Thus, to increase traffic safety, it is essential to ensure that new drivers are both sufficiently educated in and assessed for risk awareness. The aim of this study was to examine the possibility and potential benefit of using a driving simulator screening test as a complement to the existing on-road driving test. The main idea is to detect drivers who are not ready to proceed to the driving test. A comparative study was performed with participants who passed and failed a simulator test and an on-road driving test, respectively. A comparison between subjective and objective measures of performance and risk was also included. A driving simulator was placed at a traffic school and customers were recruited as participants. In total, 70 participants took part in the study and the simulated drive consisted of rural roads, urban traffic, and motorways with 16 different scenarios, constructed from the second level of the GDE matrix, to examine driving behavior, attention, and risk perception. The results show that with a screening test in a driving simulator, it is possible to detect drivers who consider themselves ready to take a driving test, but who have not yet reached the level of risk awareness required to be a safe driver. Test scenarios should be suited to detect deficiencies in risk awareness, test different levels of the GDE matrix and, to complement the driving test, be difficult to assess in an on-road driving test. Deficiencies in self-evaluation that are well-known among young drivers are again confirmed. To practice self-evaluation, the driving simulator is suggested as a pedagogical tool, linked to the GDE matrix.
... Drivers trained by this program were involved in less road crashes than those who were not trained by it (Haworth & Mulvihill, 2006;Sagberg & Bjørnskau, 2006). Training hazard perception skills by means of computerized tools appears in many road safety studies (Casutt et al., 2014). In terms of safety, Mayhew has demonstrated that computerized practice of hazard perception can help drivers achieve safety goals (Mayhew, 2007). ...
Adolescents are considered as vulnerable road users and education is one way to increase their traffic knowledge and riding skills. In this study, a version of an e-learning platform tailored to the Vietnamese context is used to improve four specific competences, i.e. traffic-related knowledge, situation awareness, risk detection, and risk management. Images and short videos from authentic traffic situations are used as learning stimuli and users have the possibility to self-test their competences via a separate “finale”. Gamification elements (i.e., points, levels, badges and cups) are incorporated into the platform to encourage user engagement. The purpose of this study is to conduct a pilot study using a gamified e-learning platform, and to assess user experience. 47 adolescents (aged 15-16) participated in a single arm (i.e., test group only) within-subject design with baseline and post-measurement. Results indicate that scores on the post-measurement were statistically significantly higher as compared to baseline performance. Scores were better for the risk management module. There were no statistically significantly different in scores between familiar situations (i.e., coming from the city where participants are living) and unfamiliar situations. Males overall performed better than females. Results for user experience are also discussed.
... Currently, Ma et al. (2014) applied the research methods of neuroscience to the study of safety risk cognition and proposed a two-stage model for safety risk cognition, which involves later evaluation of risk level. Qin and Han (2009), Jin (2011), and Fu (2016 have demonstrated this model. Wetton et al. (2010) proposed a threestage model for driver hazard identification, including hazard evaluation. ...
At present, the research of safety science discipline is limited to the level of describing psychology and behaviors, because the cognitive neural mechanisms behind them are unknown. This paper introduces an emerging interdiscipline, namely neuro-safety science, which uses the neuroscientific methods to investigate the neural systems behind safely relevant behaviors. Qualitative methods such as literature review method and theoretical model construction method were adopted for this study. Based on the background of neuro-safety science, the definition of neuro-safety science was defined, its connotation was analyzed, and the research contents from two aspects of theoretical research and practical application research were proposed. Methodology system including research principles, research routes, research procedure and research methods, and the paradigm system of neuro-safety science were put forward. At last, the application research on neuro-safety science was forecasted. This paper opens up a new research perspective for the research of safety science, and provide guidance and reference to develop neuro-safety science.
... Evaluation of the quality of the selected articles using the "Critical Appraisal Skills Programme" tool[64][65][66][67][68][69][70][71][72][73][74][75][76][77][78]. ...
Although driving simulators could be commonly assumed as very useful technological resources for both novel and experienced drivers’ instruction under risk control settings, the evidence addressing their actual effectiveness seems substantially limited. Therefore, this study aimed to analyze the existing original literature on driving simulators as a tool for driver training/instruction, considering study features, their quality, and the established degree of effectiveness of simulators for these purposes. Methods: This study covered a final number of 17 empirical studies, filtered and analyzed in the light of the PRISMA methodology for systematic reviews of literature. Results: Among a considerably reduced set of original research studies assessing the effectiveness of driving simulators for training purposes, most sources assessing the issue provide reasonably good insights into their value for improving human-based road safety under risk control settings. On the other hand, there stand out common limitations such as the use of very limited research samples, an infrequent follow-up of the training outcomes, and reduced information about the limitations targeted during the simulator-based training processes. Conclusion: Despite the key shortcomings highlighted, studies commonly provide empirical support on the training value of simulators, as well as endorse the need for further evaluations of their effectiveness. The data provided by the studies included in this systematic review and those to be carried out in the coming years might provide data of interest for the development and performance improvement of specific training programs using simulators for driver instruction.
... Simulatorer är välkända och accepterade hjälpmedel för forskning och utbildning inom olika transportslag och för olika yrkesgrupper (Casutt, Theill, Martin, Keller, & Jäncke, 2014;Pollatsek, Vlakveld, Kappe, Pradhan, & Fisher, 2011;Thorslund, Rosberg, Lindström, & Peters, 2019;Olsson, Lidestam, & Thorslund, 2021). Sedan lång tid har det dock efterfrågats mer forskning kring hur simulatorträning kan användas för att förbättra förares förmågor och beteenden vad gäller trafiksäkerheten (Peters, 2008;de Winter, van Leeuwen, & Happee, 2012). ...
... Um eine Fahrverhaltensprobe als gültiges Testinventar in die Fahreignungsdiagnostik einzuführen, müssten allerdings standardisierte Fahrproben entwickelt werden, die auch eine Bestimmung der Objektivität, Reliabilität und Validität erlauben. Erste Ansätze sind bereits publiziert worden Casutt, Theill et al., 2014;Hunt et al., 1997;Patomella et al., 2010). Mit Fahrsimulatoren dagegen könnten Standardisierungen und Normierungen viel einfacher realisiert werden. ...
Die vorliegende Publikation befasst sich mit den Aufgaben und der Rolle der Neuropsychologie als gutachtliche Disziplin. Beleuchtet werden unter anderem formale und inhaltliche Aspekte eines neuropsychologischen Gutachtens, das sogenannte «informierte Einverständnis», Instrumente der Performanz- und Beschwerdenvalidierung, Verfahren der Konsistenz- und Plausibilitätsprüfung, konzeptuelle Unterschiede zwischen der Verdeutlichung, der Aggravation und der Simulation, die Problematik des «Coachings», die Einschätzung der Arbeitsfähigkeit und des Integritätsschadens aus neuropsychologischer Sicht sowie Aspekte der Fahreignung. Die Publikation soll klare Handlungsempfehlungen – mit dem Ziel einer möglichst einheitlichen Vorgehensweise sowohl bei der Durchführung neuropsychologischer Begutachtungen wie auch im Rahmen der Berichterstattung – vermitteln. Die folgenden Ausführungen beziehen sich auf das Schweizer Rechtssystem. Folglich sind diese nicht einfach auf den Rechtsrahmen anderer Länder übertragbar.
... Hands and fingers are extremely sensitive to the sense of touch, and it has been found that intentional training can improve surgeon skills [24][25][26] . A JND of [5,10]% change has been observed during [2,10] N loads between fingers or in elbow extension, but can vary based on finger, training, and frequency [27][28][29][30] . Work on haptic devices has found higher JNDs, including 23 ± 13% and 34 ± 24% detectable changes for force and torque on the ranges of [0. ...
Simulation in surgical training is a growing field and this study aims to understand the force and torque experienced during lumbar spine surgery to design simulator haptic feedback. It was hypothesized that force and torque would differ among lumbar spine levels and the amount of tissue removed by ≥ 7%, which would be detectable to a user. Force and torque profiles were measured during vacuum curette insertion and torsion, respectively, in multiple spinal levels on two cadavers. Multiple tests per level were performed. Linear and torsional resistances of 2.1 ± 1.6 N/mm and 5.6 ± 4.3 N mm/°, respectively, were quantified. Statistically significant differences were found in linear and torsional resistances between all passes through disc tissue (both p = 0.001). Tool depth ( p < 0.001) and lumbar level ( p < 0.001) impacted torsional resistance while tool speed affected linear resistance ( p = 0.022). Average differences in these statistically significant comparisons were ≥ 7% and therefore detectable to a surgeon. The aforementioned factors should be considered when developing haptic force and torque feedback, as they will add to the simulated lumbar discectomy realism. These data can additionally be used inform next generation tool design. Advances in training and tools may help improve future surgeon training.
... Currently, the use of driving simulators is focused on entertainment and training. The common link in both cases is that the simulator designer always tries to achieve the evidence indicates that realistic and dynamic training using simulators im user's decision-making, cognitive functions and, consequently, performance the on-road driving task [11][12][13]. ...
Motion platforms have been used in simulators of all types for several decades. Since it is impossible to reproduce the accelerations of a vehicle without limitations through a physically limited system (platform), it is common to use washout filters and motion cueing algorithms (MCA) to select which accelerations are reproduced and which are not. Despite the time that has passed since their development, most of these algorithms still use the classical washout algorithm. In the use of these MCAs, there is always information that is lost and, if that information is important for the purpose of the simulator (the training simulators), the result obtained by the users of that simulator will not be satisfactory. This paper shows a case study where a BMW 325Xi AUT fitted with a sensor, recorded the accelerations produced in all degrees of freedom (DOF) during several runs, and data have been introduced in mathematical simulation software (washout + kinematics + actuator simulation) of a 6DOF motion platform. The input to the system has been qualitatively compared with the output, observing that most of the simulation adequately reflects the input to the system. Still, there are three events where the accelerations are lost. These events are considered by experts to be of vital importance for the outcome of a learning process in the simulator to be adequate.
