de Winter J C F, Wieringa P A, Kuipers J, Mulder J A, Mulder M
BioMechanical Engineering Department, Faculty of Mechanical, Maritime and Materials Engineering, Delft University of Technology, Mekelweg 2, 2628 CD, Delft, The Netherlands.
Ergonomics. 2007 Jan 15;50(1):138-58. doi: 10.1080/00140130601032721.
The effectiveness of virtual driving instruction can increase when techniques that automatically distinguish between violations and errors are available, two behaviours requiring different types of remediation. This study reports the analysis of the objectively measured performance of 520 participants completing a simulation-based training programme. Factor analysis of failure reasons showed that violations and errors were the primary underlying factors. Men committed more violations and women made more errors; the magnitude of sex differences corresponded to the factor loadings. Factor analysis of the mean task completion times yielded a factor that can be described as the extent to which motivation for speed resulted in quicker task execution. Quicker participants completed more tasks, committed more violations, but made fewer errors. Participants reduced errors during forced-paced driving and increased speed during self-paced driving. The authors would recommend exploiting the distinction between violations and errors by developing interfaces and feedback for both types of aberration.
当有能够自动区分违规和失误的技术时，虚拟驾驶教学的效果会提高，这两种行为需要不同类型的纠正措施。本研究报告了对520名完成基于模拟的培训计划的参与者的客观测量表现的分析。对失败原因的因素分析表明，违规和失误是主要的潜在因素。男性违规更多，女性失误更多；性别差异的程度与因素负荷相对应。对平均任务完成时间的因素分析产生了一个因素，可以描述为对速度的追求导致更快任务执行的程度。速度更快的参与者完成的任务更多，违规更多，但失误更少。参与者在强制节奏驾驶中减少了失误，在自主节奏驾驶中提高了速度。作者建议通过为这两种异常情况开发界面和反馈来利用违规和失误之间的区别。
