外文翻譯--學(xué)習(xí)型車輛導(dǎo)航系統(tǒng)一個(gè)駕駛模擬器的初步調(diào)查（英文）

1、Learning-oriented Vehicle Navigation Systems: A Preliminary Investigation in a Driving Simulator ABSTRACT Vehicle navigation systems aim to reduce the mental workload for drivers by automating elements of the driving ta

2、sk. Concern has been raised, however, that their long-term use may cause unforeseen problems, including suppressing cognitive map development. A driving simulator study was conducted to discover if this effect could

3、 be ameliorated by the use of a novel, learning-oriented, navigation system. The user-interface of this system provided a range of additional features including landmarks, compass bearings and previously driven route

4、s within the visual and auditory guidance instructions. It was found that the users of the learning-oriented system displayed better memory for driven routes, when compared with those using a basic guidance system.

5、It is also suggested that they had developed a better cognitive map of the area. Glance analysis demonstrated that the learning-oriented system was no more visually demanding than the basic system. Categories and Sub

6、ject Descriptors H.1.2 [Models and Principles] User/Machine Systems – Human factors, Human information processing. H.5.2 [Information Interfaces and Presentation]: User Interfaces - User-centred design, Graphical use

7、r interfaces (GUI). General Terms Design, Experimentation, Human Factors. Keywords Vehicle Guidance, Satellite Navigation, Vehicle Navigation, Cognitive Map, Driver Distraction, Driver Workload. 1. INTRODUCTION Vehicl

8、e navigation systems are increasingly popular examples of mobile computing devices. A 2007 Gallup survey for the European Union found that up to 35% of its citizens, approximately 159 million people, currently use, or

9、 are intending to purchase navigation systems [6]. These devices automate the strategic driving task of route selection whilst supporting the tactical task of route following - by issuing timely turn-by-turn direct

10、ions. To date, mobile HCI research on user interfaces has focused on producing guidelines to address issues of usability and efficiency and their relation to navigational effectiveness or driving performance, e.g. [1

11、0, 17]. Several researchers have raised concerns, however, about the longer term effects of reliance on vehicle navigation devices and in particular the effect on traveling patterns and navigational uncertainty [18].

12、 A crucial determinate of behaviour in these areas is the ability, over time, to develop an accurate mental representation of large-scale environments. This internal representation is usually described as a cognitiv

13、e map (see [13] for a review of the term). The ability to develop a cognitive map is an important skill which provides for greater transport efficiency and may also have social and psychological benefits. These may

14、include the ability to select alternative routes to a destination and to provide directions for others [4]. Moreover, the ability to develop an accurate and comprehensive cognitive map will empower drivers to find lo

15、cations not included in a navigation system’s database (for example districts or specific buildings) or to resume the task of navigating should the system malfunction. A previous study, at this university, sought to e

16、xplore this area by investigating the cognitive map formation of a virtual town, in the controlled environment of a driving simulator [4]. Together with previous research [1, 11] it provided clear evidence that a dri

17、ver’s spatial learning of an area was negatively affected by the use of a simple turn-by-turn navigation system. Several possible causes were suggested including the low level of attention given to the environment,

18、the simplicity and shortened timescale of navigational decision making and the limited stress incurred when using a guidance system. This previous study proposed the idea of a learning-oriented navigation system which

19、 would seek to support the development of spatial knowledge in the driver, as well as minimizing Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fe

20、e provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to

21、 redistribute to lists, requires prior specific permission and/or a fee. MobileHCI 2008, September 2–5, 2008, Amsterdam, the Netherlands. Copyright © 2008 ACM 978-1-59593-952-4/08/09…$5.00. Keith J. Oliver Mixed

22、 Reality Laboratory University of Nottingham NG8 1BB, UK +44 (0)115 846 6780 kxo@cs.nott.ac.uk Gary E. Burnett Mixed Reality Laboratory University of Nottingham NG8 1BB, UK +44 (0)115 951 3357 gary.burnett@cs.

23、nott.ac.uk FP 119maximum exposure in a relatively short timescale. Additionally, distinctive landmarks, including a public house a church and a fast food restaurant, were positioned at major junctions, or decision po

24、ints, along the routes and in positions where they could be seen from a distance and in conjunction with other landmarks (see Figure 5). This was in order that they might act as both reference points along the route

25、as well as orientation devices. Figure 5. Driver’s point of view of landmarks in the town. 2.3 Guidance System Design After reviewing the literature on navigation system design and cognitive map development it was de

26、cided to produce two interfaces for comparison. The basic guidance system would present information in terms of distance to turn, as well as a view of the junction layouts (similar to most commercially available sys

27、tems). The learning-oriented system would include features which have been suggested as facilitating cognitive map development [8, 12]. These included landmarks along the routes, compass bearings and also highlighti

28、ng of previously driven routes, (represented by tyre-marks on the display). The highlighting of previously driven routes in this way was intended to reinforce the learning process by aiding the integration of the th

29、ree routes into a cognitive map of the area. Both systems would provide both visual and auditory guidance. The guidance system prototypes were produced in the form of Microsoft? PowerPoint? show files. These were run

30、 on a laptop and displayed on a 12 inch screen in the central console of the driving simulator. (See Figures 6 and 7). Sound was played back through a dashboard mounted speaker. The presentation was controlled by

31、 the experimenter in a “Wizard of Oz” approach to provide guidance instructions at the same points on the routes for each participant, in order to standardise their experience. The auditory instructions were recorded i

32、n a female voice and played back at the same time as each new screen was displayed. The verbal instructions were identical for each guidance system except that the learning-oriented system included reference to a la

33、ndmark, as below: ? Basic guidance – “In 50 yards turn right” ? Learning-oriented guidance - “In 50 yards turn right, at the church” The messages presented the landmark reference after the turning instruction in

34、 each case. This order of presentation was shown by a previous study to be more effective in aiding cognitive map development [12]. Figure 6. Basic guidance interface Figure 7. Learning-oriented guidance interface 2.

35、4 Measuring Cognitive Map Development Cognitive map development has been researched and discussed by geographers, urban planners and psychologists [13]. As with all psychological processes there is uncertainty and dis

36、agreement about how mental representations develop and the form they take. There is no single accepted process by which cognitive map development takes place and therefore some difficulty in defining and measuring i