ADAPTIVE DRIVER TRAINING WITH THE USE OF SIMULATOR SYSTEMS
The article looks at certain aspects of using automated information systems in the professional training of drivers at Hetman Petro Sahaidachnyi National Army Academy, Ukraine. The importance of integrating the theoretical and practical components of learning and the linkage between learning outcomes and safety on the roads are emphasized. The modern educational-training equipment for training drivers (simulators) includes information program components that can be customized to suit students’ individual characteristics and priorities for consideration in real road-traffic conditions. Assessment of students' knowledge and skills with simulators is carried out by analyzing their errors on typical routes that simulate problematic traffic situations. The main types of errors correspond to the common causes of road-traffic accidents, in relation to which statistics according to regions and periods are available, which, while training, gives a possibility to quickly respond to changes in the structure of accidents in the recent years in view of their causes. The automated information system is configured by a teacher in the way of correction of penalty points for every type of error. Upon reaching the critical amount of such points, the student is directed to retake the course, which makes it possible to provide the proper level of mastering the material before starting classes in the conditions of a real road situation. In future, increasing the share of the training time on the stimulator, it will be possible to take into account the students’ individual features of assimilating the material. This can be realized by introducing increased coefficients for repetitive errors into the penalty function. For this purpose a linear model of the total penalty score is proposed in the paper, which takes into account the specific and general errors, moreover, in the latter the base price of the error is related to the share of accidents with severe consequences. The multiplier of the individual weight of the error allows increasing its value in case this type of mistake occurred earlier and the student did not heed it.
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