Assessing Driving Skills on Virtual Roads

2006 ◽  
Author(s):  
Maria T. Schultheis
Keyword(s):  
Driving Skills

scholarly journals Predicting On-Road Driving Skills, Fitness to Drive, and Prospective Accident Risk in Older Drivers and Drivers with Mild Cognitive Impairment: The Importance of Non-Cognitive Risk Factors

2021 ◽  
Vol 79 (1) ◽  
pp. 401-414
Author(s):  
Max Toepper ◽  
Philipp Schulz ◽  
Thomas Beblo ◽  
Martin Driessen
Keyword(s):  
Risk Factors ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Older Drivers ◽  
Accident Risk ◽  
Fitness To Drive ◽  
Cognitive Predictors ◽  
Driving Skills ◽  
Cognitive Risk ◽  
Cognitive Risk Factors

Background: On-road driving behavior can be impaired in older drivers and particularly in drivers with mild cognitive impairment (MCI). Objective: To determine whether cognitive and non-cognitive risk factors for driving safety may allow an accurate and economic prediction of on-road driving skills, fitness to drive, and prospective accident risk in healthy older drivers and drivers with MCI, we examined a representative combined sample of older drivers with and without MCI (N = 74) in an observational on-road study. In particular, we examined whether non-cognitive risk factors improve predictive accuracy provided by cognitive factors alone. Methods: Multiple and logistic hierarchical regression analyses were utilized to predict different driving outcomes. In all regression models, we included cognitive predictors alone in a first step and added non-cognitive predictors in a second step. Results: Results revealed that the combination of cognitive and non-cognitive risk factors significantly predicted driving skills (R2adjusted = 0.30) and fitness to drive (81.2% accuracy) as well as the number (R2adjusted = 0.21) and occurrence (88.3% accuracy) of prospective minor at-fault accidents within the next 12 months. In all analyses, the inclusion of non-cognitive risk factors led to a significant increase of explained variance in the different outcome variables. Conclusion: Our findings suggest that a combination of the most robust cognitive and non-cognitive risk factors may allow an economic and accurate prediction of on-road driving performance and prospective accident risk in healthy older drivers and drivers with MCI. Therefore, non-cognitive risk factors appear to play an important role.

scholarly journals Comparison of the Effect of Two Driving Retraining Programs on On-Road Performance After Stroke

2009 ◽  
Vol 23 (7) ◽  
pp. 699-705 ◽  
Author(s):  
Hannes Devos ◽  
Abiodun Emmanuel Akinwuntan ◽  
Alice Nieuwboer ◽  
Mark Tant ◽  
Steven Truijen ◽  
...  
Keyword(s):  
Training Program ◽  
Cognitive Training ◽  
Driving Simulator ◽  
Controlled Trial ◽  
Rehabilitation Program ◽  
Simulator Training ◽  
Road Test ◽  
Item Score ◽  
Driving Skills ◽  
Subacute Stroke

Background. Several driving retraining programs have been developed to improve driving skills after stroke. Those programs rely on different rehabilitation concepts. Objectives. The current study sought to examine the specific carryover effect of driving skills of a comprehensive training program in a driving simulator when compared with a cognitive training program. Methods. Further analysis from a previous randomized controlled trial that investigated the effect of simulator training on driving after stroke. Forty-two participants received simulator-based driving training, whereas 41 participants received cognitive training for 15 hours. Overall performance in the on-road test and each of its 13 items were compared between groups immediately posttraining and at 6 months poststroke. Results. Generalized estimating equation analysis showed that the total score on the on-road test and each item score improved significantly over time for both groups. Those who received driving simulator training achieved better results when compared with the cognitive training group in the overall on-road score and the items of anticipation and perception of signs, visual behavior and communication, quality of traffic participation, and turning left. Most of the differences in improvement between the 2 interventions were observed at 6 months poststroke. Conclusions . Contextual training in a driving simulator appeared to be superior to cognitive training to treat impaired on-road driving skills after stroke. The effects were primarily seen in visuointegrative driving skills. Our results favor the implementation of driving simulator therapy in the conventional rehabilitation program of subacute stroke patients with mild deficits.

Cross-cultural comparison of driving skills among students in four different countries

2013 ◽  
Vol 57 ◽  
pp. 69-74 ◽  
Author(s):  
Henriette Wallén Warner ◽  
Türker Özkan ◽  
Timo Lajunen ◽  
Georgia Sp. Tzamaloukas
Keyword(s):  
Cross Cultural ◽  
Cultural Comparison ◽  
Cross Cultural Comparison ◽  
Driving Skills

scholarly journals Driving skills, education and in-vehicle technology

2011 ◽  
Vol 55 (2/3/4) ◽  
pp. 189 ◽  
Author(s):  
Peter Barker ◽  
Andree Woodcock
Keyword(s):  
Driving Skills ◽  
Vehicle Technology ◽  
Skills Education

scholarly journals STUDY ON THE ROLE OF DRIVING SKILLS IN PHYSICAL EDUCATION LESSON AT PRIMARY RING

GYMNASIUM ◽  
2017 ◽  
Vol XVII (2) ◽  
Author(s):  
Gheorghe Gabriel Cucui ◽  
Ionela Alina Cucui
Keyword(s):  
Physical Education ◽  
Physical Exercise ◽  
The Body ◽  
Primary Ring ◽  
Everyday Activity ◽  
Driving Skills ◽  
Physical Education Lesson ◽  
Spiritual Potential ◽  
Sports Activities

Physical education and sport know nowadays an unprecedented development. And effectively contributing directly to the formation and development of fair and multilateral personality, they exert remarkable influence in the direction of preserving and improving health, and spiritual potential of students biomotric tackling sedentary specific harmful influences. Between physical education and other educational branches (the intellectual, emotional, moral-volitional, aesthetics) there is a definite connection.The practicality of physical education, active presence of students during lessons, countless repetitions of exercises, solutions, behaviors, gestures, attitudes, etc. enable physical exercise influences the orientation towards the major goals of education. Physical education is used as a teaching aid in the formation and development of basic skills, skills, habits, skills and traits with broad-value in everyday activity of students. Knowing children's passion for movement, play and sports activities, our duty to capitalize channel influences exercise correctly so, with strengthening the body, the personality of the child to be positively influenced morally, emotionally and intellectually.

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