Evaluating the Effectiveness of Dynamic Traffic Animations: Case Study in Transportation Engineering Education

Abstract

Development of learning tools is critical for improving engineering education and teaching difficult engineering concepts. Representations are learning tools that can help students understand conceptual systems by providing insight to a concept, problem, or system through explicit cues. Researchers at the University of Idaho have developed structured activities involving animations that are representations of traffic simulations designed as part of the Mobile Signal Timing Training (MOST) project for teaching traffic signal timing. In this study, the effectiveness of the MOST animations were evaluated through a pre-/postcomparative case study. Overall, the MOST animations were successful in improving student understanding of timing parameters involved in actuated control at signalized intersections. The MOST activities were more effective than comparison methods in facilitating student learning for concepts of minimum green time, maximum green time, and duration of the green indication. Students also showed an improved understanding of the relationship between cycle length and delay and passage time, but not more so than comparison students. Results indicate that animations are effective in improving student understanding of concepts involving dynamic processes or reactions.