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Novice drivers in comparison to experienced drivers perform poorly due to incomplete mental models of roadway hazards. This paper describes the driving simulator scenario design methods used in a novice driver training study to detect a possible transfer of training for hazard perception. Applied in a high school driver education classroom, the data of trained versus un-trained drivers is presented for pre/post-test driving scenarios, N = 67. Results showed that while general simulator control performance between the trained and un-trained groups was similar, the trained group performed better at hazard events and exhibited fewer speeding behaviors at the post-test. Specific hazard encounters indicated that simulator training may have had an effect on performance even when the training group was not trained on the specific situation. Arguments for training transfer in hazard perception are presented.

Detecting Transfer of Training Through Simulator Scenario Design: A Novice Driver Training Study