E-Learning Unterrichtskonzepte für die Fahranfängervorbereitung

The aim of this project was to develop and evaluate a computer-based training for learner drivers. For this purpose, a multimedia learning environment was developed that facilitates the acquisition of safety relevant driving skills. Because of its relevance for road safety hazard perception and related subskills (e. g. visual search behaviour) have been chosen as learning contents.
The learning application was created considering prevailing design guidelines for multimedia instruction. Dynamic visualisations (computer animations) were used to illustrate critical traffic scenarios. Conceptually, the learning application is based on an instructional design model that is explicitly oriented towards the promotion of complex skills, the Four-Component Instructional Design (4C/ID) model.
In addition to authentic learning tasks and part task practice, the 4C/ID model postulates supportive and procedural information as indispensable components of learning environments that facilitate the acquisition of complex skills such as hazard perception. Therefore, in the first study, suitable learning scenarios for teaching hazard perception were identified. The second study was designed to examine whether supportive and procedural information is necessary for the acquisition of hazard perception skills. But it also aimed to find out how this information should be presented to optimally promote these skills. The effectiveness of an adaptive and a non-adaptive version of the developed computer-based training was tested in the third study, in which behavioural measures like speed regulation were recorded in a driving simulator.