Experimental study finds standard driving school training minimally impacts reaction time in learner drivers, highlighting the need for virtual simulator integration.
Key Points
To determine how traditional driving school instruction affects students' psychophysiological characteristics, including reaction time, attention concentration, and working memory.
Evaluated driving school candidates who were trained without vehicle simulators at baseline and prior to the driving examination.
Collected data using structured questionnaires and psychodiagnostic testing batteries to assess psychophysiological indicators.
Standard driving school training produced a negligible effect on candidate reaction speed, attention concentration, and working memory capacity.
Conventional instructional methods without virtual vehicle control simulators were insufficient to cultivate essential psychomotor reflexes necessary for traffic safety.