Integrating driving simulators into driver education: assessing impact on eye-hand-foot co-ordination in novice drivers

Details

Supervisors

Philippette, Thibault

Faculty

Faculté des sciences économiques, sociales, politiques et de communication

Degree label

Master [120] en sciences et technologies de l'information et de la communication, à finalité spécialisée

Abstract

enThis master thesis examines the integration of automotive simulation in driving education, with a specific focus on developing eye-hand-foot coordination. Through a mainly qualitative study, we assess how driving simulators can enhance the foundational skills of new drivers, potentially replacing the initial hours of the traditional driving curriculum. A literature review revealed that driving simulators have been widely used in fields such as aviation and healthcare (Corneloup, 2019). However, their application in automotive driver training remains emerging. Previous studies have demonstrated that simulators can improve risk perception and rapid decision-making (Deniaud, 2017), but their effectiveness in fostering eye-hand-foot coordination requires further exploration. To address these questions, a mixed-methods approach was employed, combining experimental sessions with participants using a driving simulator and post-session self-assessment questionnaires. Thus, data were analyzed qualitatively and quantitatively. Four participants – two men and two women – with no prior driving experience were selected. They completed three training sessions using a driving simulator equipped with current mid-tier technologies for a realistic experience. The results indicate that all participants made significant progress in eye-hand-foot coordination and basic driving situation management. For example, participants showed notable improvement in hill starts and lane maintenance. However, challenges persist, particularly in low-speed maneuvers and the use of the camera for environmental perception. The findings suggest that driving simulators can be a valuable tool for initial driving education, providing a safe environment to develop basic skills. Nevertheless, they cannot fully replace traditional on-road training. A hybrid approach, combining simulator use with real-world driving, appears to be the optimal solution for effective training. This study highlights the potential of simulators while emphasizing the need for complementary real-world practice to ensure comprehensive skill acquisition. Future research could explore advanced technologies, such as virtual reality and motion rigs, to further enhance immersion and training outcomes.