Beyond Multiple Choice Tests: Enhancing the Effectiveness of Traffic Law Learning through Immersive Simulations and Cognitive Monitoring

Abstract

Traditional traffic law tests typically rely on multiple-choice formats that offer limited engagement and insufficiently reflect the complexity of real-world decision-making. This study compares two instructional modalities: a standard Online Test using realistic visual stimuli and an interactive driving simulation where users navigate dynamic traffic scenarios while responding to legal questions. Cognitive workload was objectively assessed using functional near-infrared spectroscopy (fNIRS), measuring hemodynamic responses in the dorsolateral prefrontal cortex (DLPFC) during both tasks. While no significant differences were found in global activation levels, distinct hemispheric asymmetry patterns emerged across conditions. The driving simulation elicited left-lateralized prefrontal activation linked to procedural control, while the Online Test showed right-hemispheric dominance associated with visuospatial scene analysis. Strong inverse correlations between tasks reflected systematic shifts in hemispheric engagement across instructional formats. These results suggest that immersive, cognitively adaptive learning environments combined with neurophysiological monitoring may offer valuable avenues for optimizing traffic law education.