The goal of her and her team is to make learning to drive safer, more accessible, and far less overwhelming for neurodivergent drivers between the ages of 16 and 22.<\/p>\n
To do that, they’re using a driving simulator located inside their lab. The seatbelt clicks, the virtual road rumbles beneath the wheel, and every turn, signal, and hesitation is tracked.<\/p>\n
It looks like a high\u2011tech game, but it’s filling an educational gap, said Hyun. <\/p>\n
Hyun says that traditional driver\u2019s ed programs often aren\u2019t built with these learners in mind. <\/p>\n
Many neurodivergent teens may have shorter attention spans or become easily overwhelmed by sudden noises or unexpected situations\u2014factors that can make real\u2011world driving especially challenging.<\/p>\n
Hyun noticed the gap and saw it as a warning sign.<\/p>\n
“Vehicle crash is one of the leading causes of death for teenagers and young adults. And those risks can be higher for those populations,” Hyun said. <\/p>\n
In the simulator, distractions and obstacles are intentionally built into each scenario, allowing drivers to practice reacting safely without real\u2011world consequences.<\/p>\n
\u201cIn this simulation, we\u2019re not going to kill people. And there wouldn\u2019t be a problem, so they need to practice through this simulation, and they\u2019ll get better in the real world,” said graduate researcher Jeongyun Ryu, who is helping design the program. <\/p>\n
The technology goes beyond the basics. From the gas pedal to the virtual mirrors to a sweeping 270\u2011degree field of view, the simulator is designed to feel like the open road. <\/p>\n
Backed by a grant from the Texas Department of Transportation, Hyun and her team are also building an online course tailored specifically for neurodivergent learners to complement the simulator training. <\/p>\n
Researcher Sital Parajuli helps with that, explaining that they try to use AI\u2011powered interactive modules. <\/p>\n
“It makes it more engaging as neurodivergent teenagers have shorter attention span and they are teenagers,” she said. <\/p>\n
She also said neurodivergent teens learn better from clear examples rather than long text.<\/p>\n
“So, we are trying to make it straightforward and trying to provide them reference so they can practice this on the road and see… if it works for them. So, it’s like a first step to driving for them,” Parajuli said. <\/p>\n
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