PraLe ROADMAP TOOL

Welcome to use the "Roadmap" tool that we have created in the PraLe project. The goal of the tool is to present different possible remote training methods for the three core competence areas of the driver (selected in the project). We have chosen these three areas based on our own views and those of working life. If you want to learn more about each important core competence area of a professional driver, we recommend that you familiarize yourself with the core competence area analysis created in the project, available at the project web page.

Select desired vehicle

1. Bus
2. Truck

Bus / Applying principles of eco-defensive driving

Applying the principles of economic driving is important for new drivers working as professional drivers. Economic driving includes environmental friendliness, foresight, safety and correct use of the vehicle. The heavier a vehicle, the more fuel economic driving saves. When practicing the principles of economic driving, we discuss vehicle control at different speeds, correct acceleration and proactive approach, the importance of a safety distance for fuel economy, and we try to avoid stops (when start to move with stopped vehicle always consumes a lot of energy). Economic driving training includes a theoretical basis, practical training with a simulator, for example, and finally an economic driving test, where fuel consumption is measured using a real vehicle.

1. MobilEcodriver
2. Ecodrive on simulator

Bus / Understanding and handling the dashboard

Understanding the dashboard and using it correctly is an important part of heavy equipment training. Getting to know the vehicle almost always starts with the control devices and other vehicle control switches (additional and auxiliary devices, hatch openings, light switches, heating, fan, things affecting driving safety and travel comfort, etc.). There is also some variation in the symbols between different brands, so familiarizing yourself with a new vehicle is very important.

1. ARinduction with 3D models or equals
2. "360 photos" advisory application
3. Virtual classroom (metaverse approach)

Bus / Preliminary inspection of the vehicle

The primary objective of a preliminary vehicle inspection is to ensure the safety of passengers, other road users, and the driver. A properly conducted inspection can identify any potential hazards or defects in the vehicle that may affect its performance and safety on the road. By conducting a thorough inspection, the driver can identify any issues with the vehicle and address them before the journey begins, preventing any potential accidents or breakdowns.

During a preliminary vehicle inspection, the bus driver must examine the vehicle's critical components, such as the engine, lights, tires and battery. Additionally, the inspection must include an assessment of the vehicle's fluid levels, including the engine oil, hydraulic fluid and coolant. Any defects identified must be repaired or addressed before the vehicle is deemed roadworthy.

Traditionally, a preliminary inspection is first studied theoretically and then exercised with a real bus. The students must also show their competence by completing a practical test that is monitored by a teacher.

1. VR with remote teacher
2. "360 movie" advisory application
3. 360 image - based training

Truck / Applying principles of eco-defensive driving

Applying the principles of economic driving is important for new drivers working as professional drivers. Economic driving includes environmental friendliness, foresight, safety and correct use of the vehicle. The heavier a vehicle, the more fuel economic driving saves. When practicing the principles of economic driving, we discuss vehicle control at different speeds, correct acceleration and proactive approach, the importance of a safety distance for fuel economy, and we try to avoid stops (when start to move with stopped vehicle always consumes a lot of energy). Economic driving training includes a theoretical basis, practical training with a simulator, for example, and finally an economic driving test, where fuel consumption is measured using a real vehicle.

1. MobilEcodriver
2. Ecodrive on simulator

Truck / Understanding and handling the dashboard

Understanding the dashboard and using it correctly is an important part of heavy equipment training. Getting to know the vehicle almost always starts with the control devices and other vehicle control switches (additional and auxiliary devices, hatch openings, light switches, heating, fan, things affecting driving safety and travel comfort, etc.). There is also some variation in the symbols between different brands, so familiarizing yourself with a new vehicle is very important.

1. ARinduction with 3D models or equals
2. "360 photos" advisory application
3. Virtual classroom (metaverse approach)

Truck / Preliminary inspection of the vehicle

The primary goal of the preliminary vehicle inspection is to ensure the safety of other road users and the driver. A properly performed inspection can identify potential hazards or defects in the vehicle that could affect its performance and safety on the road. By carrying out a thorough inspection, the driver can identify problems with the vehicle and fix them before the journey starts, thus preventing any accidents or breakdowns.

During the pre-inspection of the vehicle, the truck driver must check the critical parts of the vehicle, such as the engine, lights, tires and battery. Special attention is also paid to the vehicle's safety devices and when inspecting a possible trailer and cargo space. In addition, the inspection must assess the vehicle's fluid levels, including engine oil, hydraulic fluid and coolant. Any defects found must be repaired or repaired before the vehicle is deemed roadworthy.

The pre-inspection is traditionally studied first theoretically and then practiced with a real truck. Students must also demonstrate their competence by completing a practical test supervised by the teacher.

1. VR with remote teacher
2. "360 movie" advisory application
3. 360 image - based training

Overall description

The basic principle of economic driving is to use the car's own kinetic energy as much as possible, taking into account the terrain conditions. In addition, specific vehicle-specific features (for example, vehicle acceleration and braking in the case of a hybrid or electric vehicle) must be practiced.

To utilize the vehicle's own kinetic energy as well as possible, you must also know how to anticipate traffic situations: traffic lights, upcoming intersections, junctions, exiting parking spaces, etc. By driving skillfully and anticipating situations, a higher level of traffic safety is also achieved. The principles of economic and proactive driving can be studied remotely, e.g. with the help of a road computer and/or mobile application.

Used technique

Mobile app or PC software (=game). A playful approach in which the student gets to practice in practical situations, e.g. the correct approach to an intersection, with what power to accelerate, where to brake (with vehicles using different drive forces), whether to "roll" or brake lightly, and to recognize potential signs of danger in traffic that may cause a need for foresight.

The operating principle of the application is a game or animation about various traffic situations to which the student must react. For example, driving in a queue: the driver notices that the traffic light changes to red when the queue approaches the intersection. The driver must press the button to program the correct point a) to take the foot off the gas and b) to start braking. There is a "rolling" time in between.

SWOT analysis of the implementation

Overall description

The basic principle of economic driving is to use the car's own kinetic energy as much as possible, taking into account the terrain conditions. In addition, specific vehicle-specific features (for example, vehicle acceleration and braking in the case of a hybrid or electric vehicle) must be practiced.

To utilize the vehicle's own kinetic energy as well as possible, you must also know how to anticipate traffic situations: traffic lights, upcoming intersections, junctions, exiting parking spaces, etc. By driving skillfully and anticipating situations, a higher level of traffic safety is also achieved. The principles of economical and proactive driving can be studied remotely, e.g. with the help of a road computer and/or simulator.

Used technique

A simulator is used for eco drive training. This can be a simulator high-end, mid-end or even low-end.

Simulators have been used for a long time and are often used for eco drive training. They are also very suitable for this training because they allow a comparison between two identical trips, where the teacher can measure the driver's progress very clearly.

In current conditions, a teacher and a student are in the same place, i.e. where the simulator is located.

In the application we are proposing here, the student is present in a place where a simulator is available. The teacher is in a different place and could theoretically even supervise several students at the same time. The students could then take the training on a simulator even in different places.

In this application, the teacher has access to the simulator's controls from distance, so he can start the simulator from distance and load and start the exercises.

SWOT analysis of the implementation

Overall description

An augmented reality application that allows the driver to explore the operation of the dashboard and control devices of a heavy vehicle. The application works based on the cab of the selected vehicle type (bus or truck), where the program creates a 3D model of the dashboard and identifies the gauges and controls either based on their appearance or a separate identifier (the application is therefore not universal, but always requires vehicle-specific coding). The information provided by the application is based more on the information the user needs and guides the user to the correct use. They therefore do not replace the vehicle's manual, but are a kind of "explained manual". With the help of the program, the student driver can practice the meaning of the vehicle's controls and instrument panel and also perform tasks related to the topic. The application has two modes - one for teaching and the other one for receiving information (test mode). The program can therefore ask the student to tell the name of the chosen meter or the purpose of use of the control device in writing/orally.

Used technique

The technology would be an AR application that works on a mobile device, tablet or e.g. a laptop. The device requires a camera and a working Internet connection. The device based on AR technology has software into which the necessary information is entered, such as the make and model of the vehicle, as well as accurate images of the dashboard and control devices, as well as an accurate 3D image of the dashboard. Also, the operating principles of the instrument panel and control devices, as well as what the teacher wants to be told about them, must be entered separately into the software. A separate test space which tests the student's knowledge in practice is also created in the program.

SWOT analysis of the implementation

Overall description

The main role of the advisory application is to familiarize truck or bus driver with the gauges, buttons, gear switch, meters and pedals. The dashboard contains various gauges that provide important information about heavy vehicle engine, such as the speedometer, tachometer, fuel gauge, oil pressure gauge, and temperature gauge. Understanding what each gauge represents and how to read them is essential for safe and efficient driving. It should be noticed that the best option is when the particular application represents the vehicle dashboard which the course attendant will use in the future. There are several aspects that the application should explain/contain:

1. Warning lights. The dashboard features warning lights that indicate potential issues with the vehicle, such as low oil pressure, low fuel, or engine overheating. It is important to be aware of these warning lights and to take appropriate action if they illuminate.
2. Location of important switches. The dashboard includes switches for various functions such as headlights, windshield wipers, and hazard warning lights. Knowing the location of these switches can help to operate the vehicle safely and efficiently.
3. To make the learning experience more engaging, interactive elements should be added to the 360 panoramas, e.g. hotspots that provide additional information or pop-up windows that explain the function of each gauge and warning light.

Used technique

Implementing content for VR headset to learn about the vehicle dashboard is an effective and immersive way to train future drivers. Guided instructions should be added to the application, to ensure that users understand how to read and interpret the information displayed on the dashboard (it could include audio or visual cues that explain the function of each gauge and warning light). To help users improve the skills required to operate a vehicle dashboard, opportunities for practice and feedback should be provided (e.g. simulated scenarios where users must respond to different warning lights or adjust gauges to maintain optimal performance). To ensure that the VR training is effective, evaluation of the learning outcomes of users who complete the training is necessary. This could include tests or assessments to measure knowledge acquisition and skill mastery. By implementing content for VR headsets to learn about the vehicle dashboard, future drivers will gain valuable experience and knowledge in a safe and controlled environment.

SWOT analysis of the implementation

Overall description

A class gathers in a virtual classroom where both teachers and students can engage in discourse just as in a traditional classroom setting. The aim of the virtual classroom is to utilize an existing metaverse to create a social, yet adaptable experience. A vehicle cockpit with an interactive dashboard would be created, allowing teachers to change the appearance of the environment between a classroom and a cockpit. Teaching would be very similar to traditional techniques, where students could (one at a time, or simultaneously in individual sessions) try different dashboard functionalities, while a teacher assists and directs tasks. Capabilities of virtual reality can be leveraged via pre-defined and automatically graded exercises and tests.

Used technique

Virtual reality is utilized to emulate the circumstances of traditional learning experiences. The idea is to gather the whole teaching group into a single virtual reality session. The teachers and students can see and meet each other and enjoy both the social aspects of group learning and the boundless possibilities of virtual environments. E.g. the teacher can - at any time - change the environment from a virtual classroom into a vehicle cockpit, and switching between theory- and practice-based training methodologies is instant. Another significant advantage of VR in remote learning is that it can provide access to resources that may not be available in a physical classroom.

SWOT analysis of the implementation

Overall description

The idea of the VR preliminary inspection training application is to create a digital (and virtual) digital twin of the real-world preliminary inspection training, allowing location independent practical training. The application guides users through all the steps of the real-world inspection procedure and allows infinite repetition. The inspection includes checking the engine, lights, tires, alcometer, and other critical components. Users can make mistakes freely, without any risk of damaging a real vehicle. The application constantly follows the user and tracks their progress. The application contains a tutorial, a training mode and an automatically graded test. Teachers can also join the VR sessions as avatars, via either VR headsets or a desktop computer.

Used technique

The realization is created for mobile VR headsets (Meta Quest 2). No separate computer is required nor additional equipment (such as beacons) for the setup. This makes it possible to easily move and setup the VR headset in any space. A school could have headsets available for students to borrow for practicing at home.

The remote teacher functionality supports learning at a distance as the teacher can join the student’s learning session from a separate physical location with the remote connection. The remote teacher in VR feels real thus proving the learner feeling of trust and support. The learning situation closely follows the original learning situation where the student practices by vehicle with the teacher observing and guiding next to the student.

A student puts on a VR headset and experiences being next to a vehicle. The student can first practice the use of virtual reality controllers by going through a tutorial. Then, the student views the correct procedure by looking at tutorials created by the teachers. Teacher joining with a remote connection can provide additional instructions. The recorded tutorials can be viewed as many times as needed. The student then practices the different actions, thus trying to repeat the actions shown by the teacher. The software gives task lists to support practicing as well as immediate feedback on how well the procedure is done.

In the exam mode the student completes the full procedure without the help of the tutorials or hints from the program. After the exam, the application provides feedback on how well the exam was completed. The teacher can also observe the exam via a remote connection.

SWOT analysis of the implementation

Overall description

The “360 movie” should be prepared using a 360-degree camera placed on a tripod. A video will allow the viewer to look around the vehicle and inspect it from all angles, just as they would in real life. The video can also include interactive elements, such as clickable hotspots, that provide additional information about specific parts of the vehicle. 360-degree videos can be used to simulate different weather conditions and lighting scenarios, which can help drivers learn how to inspect the vehicle in different environments. This type of training can be especially useful for new drivers who may not have much experience with vehicle inspections.

Used technique

360 videos are an effective and engaging way to train drivers on vehicle inspections, and they can be easily accessed through a variety of devices, including smartphones, tablets, and VR headsets.

SWOT analysis of the implementation

Overall description

Image –based training utilizes observation-based learning, instead of letting the users use their hands to perform tasks. The upside of this is the freedom to use other devices than virtual reality headsets. Students are presented with a large amount of 360 image –based content that contains additional information as well as some lightweight interactivity. Students can study the material utilizing a preferred device and then undergo an exam that is automatically graded. The exercises focus on showing the fundamentals of each work task that is related to the preliminary inspection of a vehicle, while the test is mostly composed of multiple-choice questions.

Used technique

360 photographs can be a valuable tool in professional training, providing an engaging and interactive learning experience that can help improve knowledge retention and skill development. They allow students to learn by doing, providing a safe and controlled environment to explore and practice real-world scenarios.

360 photographs are utilized by capturing around and inside a vehicle to create a realistic view of a vehicle from many different perspectives. The images are linked together, creating a way to freely explore the vehicle from different angles. Each image is augmented with additional information, such as textual descriptions, images and multiple-choice questions.

Users can view the 360 photograph -based material on their mobile phones, on a computer or by using virtual reality headsets, enabling remote learning on-the-go.

SWOT analysis of the implementation

Overall description

The basic principle of economic driving is to use the car's own kinetic energy as much as possible, taking into account the terrain conditions. In addition, specific vehicle-specific features (for example, vehicle acceleration and braking in the case of a hybrid or electric vehicle) must be practiced.

To utilize the vehicle's own kinetic energy as well as possible, you must also know how to anticipate traffic situations: traffic lights, upcoming intersections, junctions, exiting parking spaces, etc. By driving skillfully and anticipating situations, a higher level of traffic safety is also achieved. The principles of economic and proactive driving can be studied remotely, e.g. with the help of a road computer and/or mobile application.

Used technique

Mobile app or PC software (=game). A playful approach in which the student gets to practice in practical situations, e.g. the correct approach to an intersection, with what power to accelerate, where to brake (with vehicles using different drive forces), whether to "roll" or brake lightly, and to recognize potential signs of danger in traffic that may cause a need for foresight.

The operating principle of the application is a game or animation about various traffic situations to which the student must react. For example, driving in a queue: the driver notices that the traffic light changes to red when the queue approaches the intersection. The driver must press the button to program the correct point a) to take the foot off the gas and b) to start braking. There is a "rolling" time in between.

SWOT analysis of the implementation

Overall description

The basic principle of economic driving is to use the car's own kinetic energy as much as possible, taking into account the terrain conditions. In addition, specific vehicle-specific features (for example, vehicle acceleration and braking in the case of a hybrid or electric vehicle) must be practiced.

To utilize the vehicle's own kinetic energy as well as possible, you must also know how to anticipate traffic situations: traffic lights, upcoming intersections, junctions, exiting parking spaces, etc. By driving skillfully and anticipating situations, a higher level of traffic safety is also achieved. The principles of economical and proactive driving can be studied remotely, e.g. with the help of a road computer and/or simulator.

Used technique

A simulator is used for eco drive training. This can be a simulator high-end, mid-end or even low-end.

Simulators have been used for a long time and are often used for eco drive training. They are also very suitable for this training because they allow a comparison between two identical trips, where the teacher can measure the driver's progress very clearly.

In current conditions, a teacher and a student are in the same place, i.e. where the simulator is located.

In the application we are proposing here, the student is present in a place where a simulator is available. The teacher is in a different place and could theoretically even supervise several students at the same time. The students could then take the training on a simulator even in different places.

In this application, the teacher has access to the simulator's controls from distance, so he can start the simulator from distance and load and start the exercises.

SWOT analysis of the implementation

Overall description

An augmented reality application that allows the driver to explore the operation of the dashboard and control devices of a heavy vehicle. The application works based on the cab of the selected vehicle type (bus or truck), where the program creates a 3D model of the dashboard and identifies the gauges and controls either based on their appearance or a separate identifier (the application is therefore not universal, but always requires vehicle-specific coding). The information provided by the application is based more on the information the user needs and guides the user to the correct use. They therefore do not replace the vehicle's manual, but are a kind of "explained manual". With the help of the program, the student driver can practice the meaning of the vehicle's controls and instrument panel and also perform tasks related to the topic. The application has two modes - one for teaching and the other one for receiving information (test mode). The program can therefore ask the student to tell the name of the chosen meter or the purpose of use of the control device in writing/orally.

Used technique

The technology would be an AR application that works on a mobile device, tablet or e.g. a laptop. The device requires a camera and a working Internet connection. The device based on AR technology has software into which the necessary information is entered, such as the make and model of the vehicle, as well as accurate images of the dashboard and control devices, as well as an accurate 3D image of the dashboard. Also, the operating principles of the instrument panel and control devices, as well as what the teacher wants to be told about them, must be entered separately into the software. A separate test space which tests the student's knowledge in practice is also created in the program.

SWOT analysis of the implementation

Overall description

The main role of the advisory application is to familiarize truck or bus driver with the gauges, buttons, gear switch, meters and pedals. The dashboard contains various gauges that provide important information about heavy vehicle engine, such as the speedometer, tachometer, fuel gauge, oil pressure gauge, and temperature gauge. Understanding what each gauge represents and how to read them is essential for safe and efficient driving. It should be noticed that the best option is when the particular application represents the vehicle dashboard which the course attendant will use in the future. There are several aspects that the application should explain/contain:

1. Warning lights. The dashboard features warning lights that indicate potential issues with the vehicle, such as low oil pressure, low fuel, or engine overheating. It is important to be aware of these warning lights and to take appropriate action if they illuminate.
2. Location of important switches. The dashboard includes switches for various functions such as headlights, windshield wipers, and hazard warning lights. Knowing the location of these switches can help to operate the vehicle safely and efficiently.
3. To make the learning experience more engaging, interactive elements should be added to the 360 panoramas, e.g. hotspots that provide additional information or pop-up windows that explain the function of each gauge and warning light.

Used technique

Implementing content for VR headset to learn about the vehicle dashboard is an effective and immersive way to train future drivers. Guided instructions should be added to the application, to ensure that users understand how to read and interpret the information displayed on the dashboard (it could include audio or visual cues that explain the function of each gauge and warning light). To help users improve the skills required to operate a vehicle dashboard, opportunities for practice and feedback should be provided (e.g. simulated scenarios where users must respond to different warning lights or adjust gauges to maintain optimal performance). To ensure that the VR training is effective, evaluation of the learning outcomes of users who complete the training is necessary. This could include tests or assessments to measure knowledge acquisition and skill mastery. By implementing content for VR headsets to learn about the vehicle dashboard, future drivers will gain valuable experience and knowledge in a safe and controlled environment.

SWOT analysis of the implementation

Overall description

A class gathers in a virtual classroom where both teachers and students can engage in discourse just as in a traditional classroom setting. The aim of the virtual classroom is to utilize an existing metaverse to create a social, yet adaptable experience. A vehicle cockpit with an interactive dashboard would be created, allowing teachers to change the appearance of the environment between a classroom and a cockpit. Teaching would be very similar to traditional techniques, where students could (one at a time, or simultaneously in individual sessions) try different dashboard functionalities, while a teacher assists and directs tasks. Capabilities of virtual reality can be leveraged via pre-defined and automatically graded exercises and tests.

Used technique

Virtual reality is utilized to emulate the circumstances of traditional learning experiences. The idea is to gather the whole teaching group into a single virtual reality session. The teachers and students can see and meet each other and enjoy both the social aspects of group learning and the boundless possibilities of virtual environments. E.g. the teacher can - at any time - change the environment from a virtual classroom into a vehicle cockpit, and switching between theory- and practice-based training methodologies is instant. Another significant advantage of VR in remote learning is that it can provide access to resources that may not be available in a physical classroom.

SWOT analysis of the implementation

Overall description

The idea of the VR pre-inspection training application is to create a digital (and virtual) digital twin of the real pre-inspection training, which enables practical training independent of location. The application guides users through all steps of the actual inspection procedure and allows for endless replay. The inspection includes checking the engine, lights, tires, breathalyzer and other critical parts. In the application, you can also focus on the inspection of car accessories such as a trailer, tank or something similar. The basic studies also include correctly climbing into the vehicle's cabin and getting out of it in a work-safe manner. Users can make mistakes freely without the risk of damaging the actual vehicle. The application constantly follows the user and monitors his progress. The app includes a tutorial, a practice mode, and an automatically graded test. Teachers can also join VR sessions as an avatar either through a VR headset or a desktop computer.

Used technique

The realization is created for mobile VR headsets (Meta Quest 2). No separate computer is required nor additional equipment (such as beacons) for the setup. This makes it possible to easily move and setup the VR headset in any space. A school could have headsets available for students to borrow for practicing at home.

The remote teacher functionality supports learning at a distance as the teacher can join the student’s learning session from a separate physical location with the remote connection. The remote teacher in VR feels real thus proving the learner feeling of trust and support. The learning situation closely follows the original learning situation where the student practices by vehicle with the teacher observing and guiding next to the student.

A student puts on a VR headset and experiences being next to a vehicle. The student can first practice the use of virtual reality controllers by going through a tutorial. Then, the student views the correct procedure by looking at tutorials created by the teachers. Teacher joining with a remote connection can provide additional instructions. The recorded tutorials can be viewed as many times as needed. The student then practices the different actions, thus trying to repeat the actions shown by the teacher. The software gives task lists to support practicing as well as immediate feedback on how well the procedure is done.

In the exam mode the student completes the full procedure without the help of the tutorials or hints from the program. After the exam, the application provides feedback on how well the exam was completed. The teacher can also observe the exam via a remote connection.

SWOT analysis of the implementation

Overall description

The “360 movie” should be prepared using a 360-degree camera placed on a tripod. A video will allow the viewer to look around the vehicle and inspect it from all angles, just as they would in real life. The video can also include interactive elements, such as clickable hotspots, that provide additional information about specific parts of the vehicle. 360-degree videos can be used to simulate different weather conditions and lighting scenarios, which can help drivers learn how to inspect the vehicle in different environments. This type of training can be especially useful for new drivers who may not have much experience with vehicle inspections.

Used technique

360 videos are an effective and engaging way to train drivers on vehicle inspections, and they can be easily accessed through a variety of devices, including smartphones, tablets, and VR headsets.

SWOT analysis of the implementation

Overall description

Image –based training utilizes observation-based learning, instead of letting the users use their hands to perform tasks. The upside of this is the freedom to use other devices than virtual reality headsets. Students are presented with a large amount of 360 image –based content that contains additional information as well as some lightweight interactivity. Students can study the material utilizing a preferred device and then undergo an exam that is automatically graded. The exercises focus on showing the fundamentals of each work task that is related to the preliminary inspection of a vehicle, while the test is mostly composed of multiple-choice questions.

Used technique

360 photographs can be a valuable tool in professional training, providing an engaging and interactive learning experience that can help improve knowledge retention and skill development. They allow students to learn by doing, providing a safe and controlled environment to explore and practice real-world scenarios.

360 photographs are utilized by capturing around and inside a vehicle to create a realistic view of a vehicle from many different perspectives. The images are linked together, creating a way to freely explore the vehicle from different angles. Each image is augmented with additional information, such as textual descriptions, images and multiple-choice questions.

Users can view the 360 photograph -based material on their mobile phones, on a computer or by using virtual reality headsets, enabling remote learning on-the-go.

SWOT analysis of the implementation