In order to study the visual inspection method that uses peripheral vision, the effect of different defect colors on the defect detection in peripheral visual field is inspected in this paper. In the experiment, the color of defect, the luminance contrast of defect and background and the position of the defect are considered as the variation factors, and their effect on the defect detection rate is evaluated. As a result of the experiment, it is obtained that the difference in the defect color affects the defect detection in peripheral visual field. However,this effect varies according to the luminance contrast and the position of the defect. Specifically, the red-green component of the defect does not affect the defect detection rate regardless of the luminance contrast or the position of the defect. On the other hand, it is obtained that the yellow-blue component of the defect affects the defect detection rate.

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This study evaluates a hazard-perception training tool that we developed. The training tool was constructed of tablet devices, dedicated software, and accident movies recorded by drive recorders. Thirteen young participants drove the experiment course on roads before and after the training. In the training, scenes in which a car collided with a bicycle that appeared from a left blind area of an intersection were used. Four scenes were repeated three times in the training. We compared driving behavior when turning left at an intersection before and after the training. As a result of the experiment, after the training, the time to cross the intersection increased, the rate of full stops increased, the rate of looking left when entering the extension area of the sidewalk increased, the number of looking increased, and total looking time increased. All of these changes were statistically significant.

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This paper examines how the media type of manuals affects the learning of task sequences. Focusing on the difference between printed and electronic manuals and between illustrated and animated manuals, this paper compares and discusses their individual effects on users' cognitive, subjective, and physiological aspects. The results are summarized as follows. (1) Although the difference between printed and electronic manuals did not significantly affect task performance immediately after learning, task performance was higher a week after learning when the printed manual was used. This seems to be related to the difference between the visual and haptic senses that is experienced when users change pages. The cause and effect structure is presented as a model in this paper. (2) The difference between illustrated and animated manuals affected task performance immediately after learning. Particularly, during and immediately after using the animated manual, the frontal lobes of the participant' brains were especially active, and they were aware of being able to concentrate better. On the basis of these results, animated manuals are expected to be effective for short-term learning. In conclusion, the paper proposes how each manual should be applied in actual working situations.

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