Simulators, driver education and disadvantaged groups: A scoping review
This
paper examines simulators to deliver driver education programs for two very
different populations (a) those who have specific impairments or intellectual
disabilities and (b) those who may suffer disadvantage associated with their
ethnicity. To do this we addressed two research questions (a) What role, if any, can simulation play as an
education and/or training intervention for individuals disadvantaged because of
individually-orientated concerns such as intellectual impairment or ADHD? (b)
What role, if any, can simulation play as an education and/or training
intervention for those who are disadvantaged because of their indigenous
ethnicity? Technological developments have enabled the
incorporation of driving simulators into driver education programs. A review of
major databases using keywords identified 2,420 records. After duplicates were
removed and screening occurred, thirteen studies were included in the review.
The disadvantaged populations for the driver education initiatives that
incorporated a simulator were very specific (e.g. intellectual disabilities)
with no interventions for those disadvantaged because of ethnicity. A second
search identified six papers that discussed interventions for indigenous
populations. None of these interventions had a simulator component. The review
highlights the need for high quality empirical research in the area of
simulators, driver education and disadvantaged groups in order to inform policy
development within this area. While there are some preliminary results
indicating potential benefits, there is limited research evidence for an
initiative of this type making it difficult to develop evidence based policy
and practice. Therefore, when these types of initiatives are introduced, they
need to be evaluated
Funding
Developing and evaluating a theoretically grounded novice driver education program incorporating simulators
Australian Research Council
Find out more...History
School
- Design
Published in
Journal of the Australasian College of Road SafetyVolume
30Issue
4Pages
26-40Publisher
Australasian College of Road SafetyVersion
- AM (Accepted Manuscript)
Rights holder
© Australasian College of Road SafetyPublisher statement
This paper was accepted for publication in the journal Journal of the Australasian College of Road Safety and the definitive published version is available at https://acrs.org.au/journals/nov-2019-vol-30-no-4/Acceptance date
2019-07-21Publication date
2019-11-05Copyright date
2019ISSN
1832-9497Publisher version
Language
- en