Abstract:

The purpose of this study was to develop an immersive virtual reality (VR) car driving simulation learning system and evaluate its effectiveness, thereby proposing a pioneering approach to driver education and training. This system was specifically designed for individuals aged 20 and above who aimed to obtain a small car driver's license. Leveraging VR technology, the system provided users with an interactive and realistic environment to hone their driving skills and adequately prepare for license examinations. This paper detailed the main components and features of the VR system, including its meticulously designed VR on-site test simulation aimed at replicating real-world driving scenarios. Additionally, it expounded upon the adoption of scoring criteria aligned with regulatory standards established by the Taiwan’s Ministry of Transportation, ensuring accuracy and relevance in assessment. The system comprised three versions: one with a large screen, another with three monitors, and the third equipped with a VR helmet.

Furthermore, this study conducted usability testing for the system, focusing on its primary target audience—individuals preparing for their driving license examination. Five content experts were invited to review the system during the testing period, providing feedback and suggestions. Subsequently, these experts completed the IVR Quality Assessment Form developed by Shyu and Kuo (2020). Semi-structured interviews were also conducted. Statistical data revealed unanimous approval of the system, with all experts surpassing the passing threshold. During the testing phase and subsequent interviews, many experts proposed directions for system optimization. Across the three versions, experts overwhelmingly favored the VR version, citing its immersive nature akin to real vehicles. Challenges such as prevailing hardware limitations, disparities with actual vehicles, and addressing VR-induced dizziness were highlighted as areas requiring improvement to elevate the system into an exemplary training tool.

Moreover, 11 individuals aged 20 and above, possessing driver's license qualifications, were recruited to participate in the evaluation. Participants alternated between utilizing the system, including the big-screen, triple-screen versions, and the Oculus Quest 2 headset for immersive VR car license simulation learning tasks, with each session lasting approximately 90 minutes. Based on the results, it was evident that the VR version received more favorable feedback compared to the other two versions. Furthermore, lower scores on the question regarding learning speed across all three versions, juxtaposed with the highest scores on the question regarding the material's engagement, suggested that the educational material was more captivating compared to actual driving.

One of the significant contributions lies in its endeavor to address the pervasive issue of frequent traffic accidents, particularly concerning driving behavior practice. By integrating VR technology, a simulated testing system tailored for the Taiwanese small car driver's license examination was developed. Furthermore, through usability testing and comparative analysis, the study underscored the system's efficacy and advantages. This represented an innovative application poised to serve as a valuable reference for stakeholders involved in driver training initiatives.

Keywords:

Virtual Reality, driving simulation, learning system, license examination, immersive experience.