![]() Once they have watched the video up to five times, they are asked the related question. In short 3-D animations, the learner sees the traffic situation from the driver’s perspective, including rear-view and wing mirrors and the speedometer. And to ensure that the theoretical training approximates as closely as possible to real traffic conditions, video questions are also now used. “This means that learners now always need to look at and understand a specific traffic situation to be able to answer the question,” Wolfhardt Werner explains. Using digital technology, however, it’s now easy to vary both the sequence of possible answers and the images associated with them, including everything from vehicle colour and the season being depicted through to the road environment. This promoted schematic learning through recognition. ![]() ![]() The old paper exams always showed the same images along with the respective questions and their possible answers in a fixed order.
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