Authors:
Yuta Kurihara
1
;
Motoki Shino
2
;
Wataru Miyazaki
3
;
Minori Kizaki
3
;
Katsuko Nakahira
4
and
Muneo Kitajima
4
Affiliations:
1
Department of Human & Engineered Environmental Studies, The University of Tokyo, Kashiwanoha, Kashiwa, Chiba, Japan
;
2
Department Mechanical Engineering, Tokyo Institute of Technology, Ookayama, Tokyo, Japan
;
3
Minami Holdings Co., Ltd., Onojo, Fukuoka, Japan
;
4
Department of Information & Management Systems Engineering, Nagaoka University of Technology, Nagaoka, Niigata, Japan
Keyword(s):
Driving Skill Acquisition, Driver Training, Formalization of Instructional Methods, Cognitive Processing.
Abstract:
This study aims to formalize instructional methods for driving skill acquisition by examining learner drivers’ information processing during instruction. To examine the effects of pre-learning on skill development, experiments were conducted to analyze how procedural knowledge provided before practice influences skill acquisition. The experiment focused on two tasks: lane changes, which require precise execution of procedures at moderate speeds, and S-curve navigation, which involves controlling a vehicle on narrow roads. The results indicate that, for tasks requiring procedural accuracy, such as lane changes, providing procedural steps as semantic knowledge before practice facilitated their conversion into procedural memory through verbal repetition and stationary practice. In contrast, for S-curve navigation, effective skill acquisition was achieved by managing vehicle speed through intermittent stops. This approach reduced working memory load and enabled learners to more effective
ly predict vehicle position and orientation. This study underscores the importance of tailoring pre-learning strategies to the specific demands of each task and contributes to the development of instructional designs that enhance the efficiency and effectiveness of driving education.
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