LAUSR

Although driving simulators could be commonly assumed as very useful technological resources for both novel and experienced drivers’ instruction under risk control settings, the evidence addressing their actual effectiveness seems substantially limited. Therefore, this study aimed to analyze the existing original literature on driving simulators as a tool for driver training/instruction, considering study features, their quality, and the established degree of effectiveness of simulators for these purposes. Methods: This study covered a final number of 17 empirical studies, filtered and analyzed in the light of the PRISMA methodology for systematic reviews of the literature. Results: Among a considerably reduced set of original research studies assessing the effectiveness of driving simulators for training purposes, most sources assessing the issue provided reasonably good insights into their value for improving human-based road safety under risk control settings. On the other hand, there are common limitations which stand out, such as the use of very limited research samples, infrequent follow-up of the training outcomes, and reduced information about the limitations targeted during the simulator-based training processes. Conclusions: Despite the key shortcomings highlighted here, studies have commonly provided empirical support on the training value of simulators, as well as endorsed the need for further evaluations of their effectiveness. The data provided by the studies included in this systematic review and those to be carried out in the coming years might provide data of interest for the development and performance improvement of specific training programs using simulators for driver instruction.