Abstract: This paper discusses our preliminary experiences in the design of a user interface of a computerized content-rich vocational training courseware meant for users with little or no computer experience. In targeting a growing population with limited access to skills training of any sort, we faced numerous challenges, including language and cultural differences, resource limits, gender boundaries and, in many cases, the simple lack of trainee motivation. With the size of the unskilled population increasing much more rapidly than the numbers of sufficiently skilled teachers, there is little choice but to develop teaching techniques that will take advantage of emerging computer-based training technologies. However, in striving to serve populations with minimal computer literacy, one must carefully design the user interface to accommodate their cultural, social, educational, motivational and other differences. Our work, which uses computer based and haptic simulation technologies to deliver training to these populations, has provided some useful insights on potential user interface design approaches.
Abstract: With high speed vessels getting ever more sophisti-cated, travelling at higher and higher speeds and operating in With high speed vessels getting ever more sophisticated,
travelling at higher and higher speeds and operating in areas of
high maritime traffic density, training becomes of the highest priority
to ensure that safety levels are maintained, and risks are adequately
mitigated. Training onboard the actual craft on the actual route still
remains the most effective way for crews to gain experience. However,
operational experience and incidents during the last 10 years
demonstrate the need for supplementary training whether in the area
of simulation or man to man, man/ machine interaction. Training and
familiarisation of the crew is the most important aspect in preventing
incidents. The use of simulator, computer and web based training
systems in conjunction with onboard training focusing on critical
situations will improve the man machine interaction and thereby
reduce the risk of accidents. Today, both ship simulator and bridge
teamwork courses are now becoming the norm in order to improve
further emergency response and crisis management skills. One of the
main causes of accidents is the human factor. An efficient way to
reduce human errors is to provide high-quality training to the personnel
and to select the navigators carefully.areas of high maritime traffic density, training becomes of the highest priority to ensure that safety levels are maintained, and risks are adequately mitigated. Training onboard the actual craft on the actual route still remains the most effective way for crews to gain experience. How-ever, operational experience and incidents during the last 10 years demonstrate the need for supplementary training whether in the area of simulation or man to man, man/ machine interaction. Training and familiarisation of the crew is the most important aspect in preventing incidents. The use of simulator, computer and web based training systems in conjunction with onboard training focusing on critical situations will improve the man machine interaction and thereby reduce the risk of accidents. Today, both ship simulator and bridge teamwork courses are now becoming the norm in order to improve further emergency response and crisis management skills. One of the main causes of accidents is the human factor. An efficient way to reduce human errors is to provide high-quality training to the person-nel and to select the navigators carefully. KeywordsCBT - WBT systems, Human factors.
Abstract: This paper presents a set of guidelines for the design
of multi-user awareness systems. In a first step, general requirements
for team awareness systems are analyzed. In the second part of the
paper, the identified requirements are aggregated and transformed
into concrete design guidelines for the development of team
awareness systems.
Abstract: This paper develops driver reaction-time models for
car-following analysis based on human factors. The reaction time
was classified as brake-reaction time (BRT) and
acceleration/deceleration reaction time (ADRT). The BRT occurs
when the lead vehicle is barking and its brake light is on, while the
ADRT occurs when the driver reacts to adjust his/her speed using the
gas pedal only. The study evaluates the effect of driver
characteristics and traffic kinematic conditions on the driver reaction
time in a car-following environment. The kinematic conditions
introduced urgency and expectancy based on the braking behaviour
of the lead vehicle at different speeds and spacing. The kinematic
conditions were used for evaluating the BRT and are classified as
normal, surprised, and stationary. Data were collected on a driving
simulator integrated into a real car and included the BRT and ADRT
(as dependent variables) and driver-s age, gender, driving experience,
driving intensity (driving hours per week), vehicle speed, and
spacing (as independent variables). The results showed that there was
a significant difference in the BRT at normal, surprised, and
stationary scenarios and supported the hypothesis that both urgency
and expectancy had significant effects on BRT. Driver-s age, gender,
speed, and spacing were found to be significant variables for the
BRT in all scenarios. The results also showed that driver-s age and
gender were significant variables for the ADRT. The research
presented in this paper is part of a larger project to develop a driversensitive
in-vehicle rear-end collision warning system.