Abstract:Abstract.Developing an early warning model based on mental workload (MWL) to predict the driver's performance is critical and helpful, especially for new or less experienced drivers. This study aims to investigate the correlation between human's MWL and work performance and develop the predictive model in the driving task using driving simulator. The performance measure (number of errors), subjective rating (NASA Task Load Index) as well as six physiological indices were assessed and measured. Additionally, th… Show more
“…Such studies have integrated data from more than one measure by conducting multi-modal analysis to extract the relevant features to capture the psychological phenomena at hand. A comparison of multiple classifiers to train & optimize machine learning algorithms can help determine the best fitting model to represent changes in cognitive states that can explain driving performance (Nadeau and Bengio, 2000; Fairclough et al, 2015; Balters and Steinert, 2017; Tran et al, 2017). Thus, utilizing multi-modal physiological signals, models could be trained to learn and predict motorists' sub-optimal cognitive states associated with unsafe-driving behavior.…”
As driving functions become increasingly automated, motorists run the risk of becoming cognitively removed from the driving process. Psychophysiological measures may provide added value not captured through behavioral or self-report measures alone. This paper provides a selective review of the psychophysiological measures that can be utilized to assess cognitive states in real-world driving environments. First, the importance of psychophysiological measures within the context of traffic safety is discussed. Next, the most commonly used physiology-based indices of cognitive states are considered as potential candidates relevant for driving research. These include: electroencephalography and event-related potentials, optical imaging, heart rate and heart rate variability, blood pressure, skin conductance, electromyography, thermal imaging, and pupillometry. For each of these measures, an overview is provided, followed by a discussion of the methods for measuring it in a driving context. Drawing from recent empirical driving and psychophysiology research, the relative strengths and limitations of each measure are discussed to highlight each measures' unique value. Challenges and recommendations for valid and reliable quantification from lab to (less predictable) real-world driving settings are considered. Finally, we discuss measures that may be better candidates for a near real-time assessment of motorists' cognitive states that can be utilized in applied settings outside the lab. This review synthesizes the literature on in-vehicle psychophysiological measures to advance the development of effective human-machine driving interfaces and driver support systems.
“…Such studies have integrated data from more than one measure by conducting multi-modal analysis to extract the relevant features to capture the psychological phenomena at hand. A comparison of multiple classifiers to train & optimize machine learning algorithms can help determine the best fitting model to represent changes in cognitive states that can explain driving performance (Nadeau and Bengio, 2000; Fairclough et al, 2015; Balters and Steinert, 2017; Tran et al, 2017). Thus, utilizing multi-modal physiological signals, models could be trained to learn and predict motorists' sub-optimal cognitive states associated with unsafe-driving behavior.…”
As driving functions become increasingly automated, motorists run the risk of becoming cognitively removed from the driving process. Psychophysiological measures may provide added value not captured through behavioral or self-report measures alone. This paper provides a selective review of the psychophysiological measures that can be utilized to assess cognitive states in real-world driving environments. First, the importance of psychophysiological measures within the context of traffic safety is discussed. Next, the most commonly used physiology-based indices of cognitive states are considered as potential candidates relevant for driving research. These include: electroencephalography and event-related potentials, optical imaging, heart rate and heart rate variability, blood pressure, skin conductance, electromyography, thermal imaging, and pupillometry. For each of these measures, an overview is provided, followed by a discussion of the methods for measuring it in a driving context. Drawing from recent empirical driving and psychophysiology research, the relative strengths and limitations of each measure are discussed to highlight each measures' unique value. Challenges and recommendations for valid and reliable quantification from lab to (less predictable) real-world driving settings are considered. Finally, we discuss measures that may be better candidates for a near real-time assessment of motorists' cognitive states that can be utilized in applied settings outside the lab. This review synthesizes the literature on in-vehicle psychophysiological measures to advance the development of effective human-machine driving interfaces and driver support systems.
“…They are used to reflect the amount of information used in working memory . In spite of the rating scale results can be affected by characteristics of respondents, like biases, response sets, errors, and protest attitudes [5,14], with the low cost and the ease of administration, as well as adaptability, have been found highly useful in a variety of domains such as industrial system , office working environment , and learning evaluation .…”
Section: Discussionmentioning
confidence: 99%
“…They are used to reflect the amount of information used in working memory [28]. In spite of the rating scale results can be affected by characteristics of respondents, like biases, response sets, errors, and protest attitudes [5,14], with the low cost and the ease of administration, as well as adaptability, have been found highly useful in a variety of domains such as industrial system [1,6,18,24,33], office working environment [3], and learning evaluation [4,11,15,30]. MWL assessment based on subjective ratings, such as the NASA-task load index (NASA-TLX) [8], subjective workload assessment technique (SWAT) [19], subjective workload dominance [27], workload profile (WP), etc., are becoming increasingly important as evaluation tools and have been widely used to assess the human MWL.…”
In this study, the effectiveness of an experimental model of spray painting system (SPS) for wood products in engineering education was evaluated based on students' mental workload (MWL). The subjective rating method, NASA‐task load index (NASA‐TLX), was used to evaluate the MWL of 34 students and 8 experts. The results of the data analysis showed that the assessment of the students' MWL was higher than that of the experts. Hence, the research indicated the need to improve the practical content in order to reduce the student MWL. In addition, the results demonstrated that students' MWL could be used to consider the effectiveness of the experimental model in engineering education, thereby improving the model's efficiency and the quality of training.
“…This allows adaptive response of AIS simulator to learning capabilities of a trainee. The importance of account for personal driver's performance expressed with physiological indices as well as subjective rating and a specific performance measure is discussed in [15].…”
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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