Verification of the Effectiveness of Learning Materials that Support Self-regulation for Learning Considering Differences in Career Resilience: Acquiring Knowledge of Level 3 Automated Driving Vehicles

Abstract

This study focused on resilience and examined the effects of individual differences such as self-regulation and learning style on learning. Resilience and self-regulation have a strong relation. Thus, in this study, the value of self-regulation was used the value of resilience instead. The instructional design method was applied to develop text, interactive, and video teaching materials. The teaching materials were designed to support Japanese driver’s license holders to recognize learning goals and to create opportunities for reflection when learning about automated driving level 3. If the teaching material development method is effective, it is assumed that the low resilience and self-regulation can be compensated. As a result, developing teaching materials that support goal setting and reflection was effective, and this study found that the influence of learning style differs depending on the media used.