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Video Games and the IPDE Process: Applications for Driver Education
Abstract
The Identify, Predict, Decide, and Execute (IPDE) process is a structured decision-making model taught in driver education programs to improve hazard perception, situational awareness, and reaction times. This paper examines how video games, particularly those involving dynamic environments and rapid decision-making, can reinforce the cognitive and perceptual skills needed for safe driving. By analyzing how gaming develops visual scanning, predictive thinking, decision-making under pressure, and motor coordination, this discussion highlights the potential role of video games in supplementing driver education. The findings suggest that video games can serve as a valuable training tool for young or novice drivers, though integration should be carefully guided to avoid negative habits.
Introduction
Driving is a cognitively demanding task requiring constant attention to environmental cues, anticipation of potential hazards, and the ability to make swift, accurate decisions. One framework widely used in driver education is the IPDE process, which stands for Identify, Predict, Decide, and Execute. This process helps new drivers manage the complexities of the road by teaching them to systematically process information and respond appropriately (National Highway Traffic Safety Administration [NHTSA], 2017).
At the same time, video games—particularly those involving fast-paced action or simulated driving—require players to demonstrate similar skills: rapid visual scanning, quick decision-making, and precise motor execution. This raises an intriguing question: Can video games help individuals practice and internalize the IPDE process, thereby supporting driver education?
Video Games and the Identify Step
The first stage of IPDE, Identify, requires drivers to scan the environment for relevant cues such as other vehicles, pedestrians, signals, or road hazards. Research shows that video game players often exhibit enhanced visual attention and are better at tracking multiple moving objects (Green & Bavelier, 2003). For example, action games force players to notice subtle environmental changes, such as an enemy appearing from the corner of the screen. Similarly, driving games like Gran Turismo or Forza Motorsport require players to monitor mirrors, traffic patterns, and track layouts—skills directly transferable to identifying potential hazards while driving.
Video Games and the Predict Step
The Predict phase involves anticipating what might happen next based on the cues identified. Drivers must forecast possible outcomes, such as whether a car will merge or if a pedestrian may cross the street. Many video games strengthen predictive reasoning by requiring players to anticipate opponents’ moves or environmental changes. Strategy games and racing simulations alike demand that players mentally simulate outcomes and adjust accordingly. In gaming, failure to predict often results in losing progress, mirroring the real-life consequences of poor anticipation while driving.
Video Games and the Decide Step
In the Decide stage, drivers must select the best course of action. This involves weighing options—whether to brake, change lanes, or accelerate. Decision-making under pressure is also a hallmark of gaming. Studies suggest that gamers can make accurate decisions faster than non-gamers because of repeated exposure to situations requiring rapid evaluation of alternatives (Bediou et al., 2018). This cognitive flexibility may transfer to driving contexts, where hesitation or poor decisions can increase accident risk.
Video Games and the Execute Step
Finally, the Execute step involves physically carrying out the chosen decision—steering, braking, accelerating, or signaling. While video games cannot fully replicate the physicality of vehicle control, they do provide practice in motor coordination and reaction times. Using controllers or simulation steering wheels, players learn to synchronize visual input with motor responses. Research on driving simulators shows that gamers often have faster reaction times and improved hand-eye coordination, both of which can enhance execution behind the wheel (Dye, Green, & Bavelier, 2009).
Practical Applications in Driver Education
Integrating video games into driver education could enhance engagement and learning. Driving simulators already exist, but even commercial games may provide benefits if used thoughtfully. For example, instructors could encourage students to reflect on how they used IPDE in a racing or action game session. Additionally, video games might be especially useful for reinforcing hazard perception skills in environments where real-world practice would be unsafe, such as sudden pedestrian crossings or high-speed maneuvers.
However, it is important to note limitations. Some video games encourage risky behavior, such as aggressive driving or intentional collisions (e.g., Grand Theft Auto). Without proper guidance, these behaviors could transfer negatively. Therefore, educators should carefully select games and frame them as training tools rather than entertainment.
Conclusion
The IPDE process is an essential tool in driver education, and video games—through their emphasis on visual scanning, predictive reasoning, decision-making, and motor execution—offer a complementary way to practice these skills. While they should not replace formal training or supervised driving, video games may serve as an engaging and effective supplement for novice drivers. Future research should explore structured integration of gaming into driver education curricula and investigate long-term effects on real-world driving performance.
References
Bediou, B., Adams, D. M., Mayer, R. E., Tipton, E., Green, C. S., & Bavelier, D. (2018). Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. Psychological Bulletin, 144(1), 77–110. https://doi.org/10.1037/bul0000130
Dye, M. W., Green, C. S., & Bavelier, D. (2009). Increasing speed of processing with action video games. Current Directions in Psychological Science, 18(6), 321–326. https://doi.org/10.1111/j.1467-8721.2009.01660.x
Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534–537. https://doi.org/10.1038/nature01647
National Highway Traffic Safety Administration. (2017). Driver education and graduated driver licensing (Report No. DOT HS 812 660). Washington, DC: U.S. Department of Transportation.