Learning to drive with and without intelligent computer systems and sensors to assist

Abstract

This paper investigates whether the use of sensors throughout training is more effective than not. Results are presented from investigating novice vehicle drivers learning while using varying amounts of sensor support. Qualitative and quantitative data evaluations are made to compare drivers with sensors against those while they learn to drive a vehicle. Dependence on the training methods used was logged as a different amount of support given by the intelligent systems. The work reflects on whether experienced drivers taught with sensors aiding them during their training, were then able to drive satisfactorily when they later did not have any assistance. Some results are included and, in all situations, assistance was more advantageous as driving tasks became more difficult.