|Jenny Blom, Tor-Olav Nævestad, Leif Chr. Lahn, Vibeke Milch Uhlving, Ingeborg Storesund Hesjevoll
|ISBN (digital version):
Full report, pdf, in Norwegian only
The study aimed to assess relevant digital learning tools for driver training, for example driving simulator, eye tracker, smartboards and computer games, and explore their opportunities and limitations. We focused on knowledge and skills acquired through digital tools and the contexts they apply to. Based on a literature review and interviews, our study suggests that digital learning tools may positively impact basic traffic skills and that it may improve learning when used appropriately. Digital tools can strengthen theoretical knowledge, driving skills, and recognition of hazardous situations. However, there are few studies that assess the extent to which learning from digital tools is transferable to behavior on the road, and it is uncertain whether learning effects persist over time. Most interviewees were positive to teach dark driving and volume training in driving simulators. Concerns were raised that simulation-based teaching can lead to excessive belief in driving abilities, which pose a risk in traffic, and that digital learning tools replacing conventional teaching can limit teachers' influence on learner drivers attitudes.