Citation

Boccara V, Vidal-Gomel C, Rogalski J, Delhomme P. Appl. Ergon. 2014; 46: 21-29.

Affiliation

IFSTTAR, LPCM, 25, allée des marronniers, F-78000 Versailles, France.

Copyright

(Copyright © 2014, Elsevier Publishing)

DOI

10.1016/j.apergo.2014.06.001

PMID

25092434

Abstract

The aim of this study was to provide a better understanding of the scaffolding activity of instructors during driving lessons in a French urban traffic context. It focuses on three common and risky tasks: turning right, turning left and overtaking. Data were based on fine-grained longitudinal analyses of the records of five driving lessons involving four student-instructor dyads. The instructor scaffolding activity was analyzed throughout training - an original approach in the sphere of driving. The results show that the instructors implemented the learning process using an integrative approach based on 'cutting' and 'decoupling' the driving task rather than the step-by-step method recommended in the curriculum. They transferred the responsibility of the driving components to the students in a similar order: 1) technical maneuvers, 2) situation identification and 3) goals focusing on other road-users. As expected, student autonomy and efficiency in driving increased as the training progressed. However, at the end of training, uncertainties remained with regard to the execution of basic sub-goals in complex situation; moreover, the instructors were still in charge of the navigational task. The results were discussed and suggestions were made to improve instructor training with a view to increasing their efficiency in teaching students.

Language: en