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PROVUS’ DISCREPANCY EVALUATION OF THE DRIVESMART NOVICE DRIVER CD-ROM
TRAINING PRODUCT
Michael A. Regan, Thomas J. Triggs, Eve Mitsopoulos, Chantel C. Duncan, Stuart T. Godley
Monash University Accident Research Centre
Phil Wallace
Learning Systems Analysis Pty Ltd
ABSTRACT
The Monash University Accident Research Centre (MUARC) recently completed a research program culminating in the development of a CD-ROM based training product, known as DriveSmart, designed to accelerate in young novice drivers the development of perceptual and cognitive skills known to be important in reducing crash risk. While the use of traditional research strategies to evaluate a training product can provide important measures of instructional effectiveness, these strategies do not necessarily provide the type of information needed to identify and remedy specific flaws in the product. Provus’ Discrepancy Approach is an alternative strategy for evaluating educational programs where performance standards are established, evidence of compliance with these standards is gathered, discrepancies with standards are identified, and corrective actions are taken. This paper discusses the application of Provus’ Discrepancy Approach to the evaluation of
DriveSmart, focussing on the identification of discrepancies with the standards, and the changes which were made to the product as a result.
INTRODUCTION
In 1995, MUARC was contracted by the Victorian Transport Accident Commission (TAC) to conduct research using an advanced driving simulator, to investigate and to determine techniques for effectively training four skills which were identified (Triggs, 1994) as critical in moderating the crash involvement of novice drivers. The four skills identified were: risk perception (the ability to detect, perceive and assess the degree of risk associated with actual and emerging traffic hazards); attentional control (the ability to prioritise attention); time-sharing (the ability to share
TRAINING PRODUCT
Michael A. Regan, Thomas J. Triggs, Eve Mitsopoulos, Chantel C. Duncan, Stuart T. Godley
Monash University Accident Research Centre
Phil Wallace
Learning Systems Analysis Pty Ltd
ABSTRACT
The Monash University Accident Research Centre (MUARC) recently completed a research program culminating in the development of a CD-ROM based training product, known as DriveSmart, designed to accelerate in young novice drivers the development of perceptual and cognitive skills known to be important in reducing crash risk. While the use of traditional research strategies to evaluate a training product can provide important measures of instructional effectiveness, these strategies do not necessarily provide the type of information needed to identify and remedy specific flaws in the product. Provus’ Discrepancy Approach is an alternative strategy for evaluating educational programs where performance standards are established, evidence of compliance with these standards is gathered, discrepancies with standards are identified, and corrective actions are taken. This paper discusses the application of Provus’ Discrepancy Approach to the evaluation of
DriveSmart, focussing on the identification of discrepancies with the standards, and the changes which were made to the product as a result.
INTRODUCTION
In 1995, MUARC was contracted by the Victorian Transport Accident Commission (TAC) to conduct research using an advanced driving simulator, to investigate and to determine techniques for effectively training four skills which were identified (Triggs, 1994) as critical in moderating the crash involvement of novice drivers. The four skills identified were: risk perception (the ability to detect, perceive and assess the degree of risk associated with actual and emerging traffic hazards); attentional control (the ability to prioritise attention); time-sharing (the ability to share
References: Brady, L. (1983). Curriculum development in Australia. Sydney: Prentice Hall. Regan, M. A., Triggs, T. J. & Wallace, P, R. (1999). DriveSmart: A CD-ROM skills training product for novice car drivers Regan, M. A., Triggs, T. J. & Godley, S. T. (2000). Simulator-based evaluation of the DriveSmart novice driver CD-ROM training product Triggs, T. J. (1994). Human performance and driving: The role of simulation in improving young driver safety. Triggs, T. J. & Regan, M. A. (1998). Development of a cognitive skills training product for novice drivers. In Proceedings of the 1998 Road Safety Research, Education and Enforcement Conference (pp Wallace, P. R. & Regan, M. A. (1998). Case study: Converting human factors research into design specifications for instructional simulation (pp