Abstract:
An application for a shifter simulator for driver training includes a shaft with a handle covering an upper end of the shaft. An upper plate is coupled to the shaft and is slideably interfaced to a lower plate by a plurality of linear bearings, allowing the upper plate to slide in a Y direction with respect to the lower plate. There are spring loaded Y ball detents attached to the lower plate which interface to Y detent grooves attached to the upper plate. The spring loaded Y ball detents and Y detent grooves provide a plurality of natural stopping locations similar to those of a transmission of the target vehicle. A shift arm guide is affixed to the shaft and interfaces to an H-gate. The H-gate is affixed to the lower plate and has detents such that the H-gate and shift arm guide simulate gear shifting positions.

Description:
CROSS-REFERENCE TO RELATED APPLICATION 
     This application is a non-provisional application taking priority from U.S. patent application Ser. No. 61/277,768 filed Sep. 29, 2009, the disclosure of which is hereby incorporated by reference. This application is related to U.S. application titled, “System and Apparatus for Driver Training,” which was filed on even date herewith; Ser. No. 12/889,448. This application is related to U.S. application titled, “System, Method and Apparatus for Driver Training Feedback,” which was filed on even date herewith; Ser. No. 12/889,451. 
    
    
     FIELD 
     This invention relates to the field of training and more particularly to a system that simulates a vehicle transmission and shifter to hone the skills of the trainee. 
     BACKGROUND 
     Driving training simulators are well known. Such simulators often included controls that simulate the target vehicle (e.g. car, truck, bus, etc). It is known that such simulators improve skills and safety by familiarizing the trainee with operation of the vehicle by presenting simulated situations in which, making the wrong decision does not result in a potential accident or bodily harm. In this way, the trainee learns basic driving skills before they eventually need to perform using the actual target vehicle and before they have to perform using that vehicle while operating in traffic. 
     There are many types of simulators known. The simplest simulator is a typical driving video game having a display screen and a hand controller. In some systems, a simulated steering wheel is provided. A mock-vehicle is displayed on the display screen and the driver uses the hand controller to keep the mock-vehicle on a simulated, moving roadway on the display screen. This type of simulator helps build driver hand and eye coordination, but does not provide the true control operation of the real steering wheel, brake, clutch, shifter, windshield views and mirror views. Such simulators are more of a game than an actual driver training system. 
     Another type of simulator includes a video display screen to simulate a windshield view, a steering wheel, a gas pedal, a brake pedal, a shifter and, optionally, a clutch pedal. A road situation is displayed on the display screen and the driver uses the controls to drive the simulated vehicle, moving down a roadway that is displayed on the display screen. This type of simulator helps build driver skills, but does not include interaction with speedometers, tachometers, etc. Such simulators don&#39;t provide feedback from the shifter such as gear grinding when the clutch isn&#39;t operated correctly. Furthermore, such simulators have a fixed configuration relating to a single type/layout of vehicle. In some such simulators, certain gauges are provided to simulate the operation and information provided to a driver of this singular vehicle. All current simulators provide fixed scenarios to the trainee and evaluate the trainee responses in a fixed program, progressing from scenario to scenario in a linear progress. 
     None of the current driver training simulators provide training simulations that automatically adapt to the skills of the trainee. None of the current driver training simulators provide realistic shifting experience in which clutch/shifter coordination is required and tactile/audible feedback is provided when not operated correctly. None of the current driver training simulators provide configurable, interactive instrument clusters that react to touch of the trainee while adapting to the layout of any of one of many target vehicles. 
     What is needed is a driver training system shifting device that provides a realistic feel, sound and vibration of a shifter/transmission of a target vehicle. 
     SUMMARY 
     In one embodiment a shifter simulator for driver training is disclosed including a shaft with a handle covering an upper end of the shaft, providing a grip for a hand of a trainee. An upper plate is coupled to the shaft and is slideably interfaced to a lower plate by a plurality of linear bearings. The linear bearings allow the upper plate to slide in a Y direction with respect to the lower plate. There are spring loaded Y ball detents attached to the lower plate which interface to a plurality of Y detent grooves attached to the upper plate. The spring loaded Y ball detents and Y detent grooves provide a plurality of natural stopping locations similar to those of a transmission of the target vehicle. A shift arm guide is affixed to the shaft and interfaces to an H-gate. The H-gate is affixed to the lower plate and has detents such that the H-gate and shift arm guide simulate gear shifting positions. 
     In another embodiment, a method of training a trainee regarding shifting is disclosed. The method includes providing a shifting training simulator device that has a shaft with a handle covering an upper end of the shaft, providing a grip for a hand of a trainee. The shifting training simulator device has an upper plate coupled to the shaft that slideably interfaces to a lower plate by a plurality of linear bearings, allowing the upper plate to slide in a Y direction with respect to the lower plate. A plurality of spring loaded Y ball detents are attached to the lower plate, which interface to Y detent grooves that are attached to the upper plate. The spring loaded Y ball detents and Y detent grooves provide a plurality of natural stopping locations similar to those of a transmission of the target vehicle. A shift arm guide is affixed to the shaft and interfaces to an H-gate. The H-gate is affixed to the lower plate and the H-gate has detents such that the H-gate and shift arm guide simulate gear shifting positions. The method includes providing a computer and a windshield display coupled to the computer; the computer has at least one training segment. The computer presents the training segment on the windshield display while the trainee shifts the handle of the shifting training simulator and the computer monitors response by the trainee that involves operating of the shifting training simulator. 
     In another embodiment, a shifter simulator for driver training is disclosed including a shaft with a handle covering an upper end of the shaft providing a grip for a hand of a trainee. An upper plate is coupled to the shaft and a lower plate slideably interfaces in a Y direction to the upper plate, allowing the upper plate to slide in a Y direction with respect to the lower plate. A mechanism provides a plurality of natural stopping locations similar to those of a transmission of the target vehicle and another mechanism simulates gear shifting positions. Includes is electronics for reading a position of the shaft and relaying the position to a computer. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       The invention can be best understood by those having ordinary skill in the art by reference to the following detailed description when considered in conjunction with the accompanying drawings in which: 
         FIG. 1  illustrates a perspective view of a training system. 
         FIG. 2  illustrates a second perspective view of a training system. 
         FIG. 3  illustrates a plan view of a training system dashboard. 
         FIG. 4  illustrates a perspective view of a shifting training sub-system. 
         FIG. 5  illustrates an exploded view of the shifting training sub-system. 
         FIG. 6  illustrates a perspective view of the shifting training sub-system showing the handle connection. 
         FIG. 7  illustrates another perspective view of the shifting training sub-system. 
         FIG. 8  illustrates a perspective view of the shifting training sub-system showing the force sensor. 
         FIG. 9  illustrates a schematic view of an exemplary training system. 
         FIG. 10  illustrates a flow chart of the prior art. 
         FIG. 11  illustrates a flow chart of the adaptive training system. 
         FIG. 12  illustrates a schematic view of a typical computer system. 
     
    
    
     DETAILED DESCRIPTION 
     Reference will now be made in detail to the presently preferred embodiments of the invention, examples of which are illustrated in the accompanying drawings. Throughout the following detailed description, the same reference numerals refer to the same elements in all figures. In general, the training system  10  is often known as a driving/flying/boating/engineering/etc simulator, depending upon the target vehicle (car/truck, airplane, boat, train, etc). The training system  10  is any system for training a trainee (e.g. truck driver trainee) that simulates some or all of the operator controls (e.g. steering, brake, shifter) and visuals (e.g. mirrors, windows, dash boards, etc) without requiring the trainee to operate the actual vehicle (e.g., drive the actual truck). Although not limited to any particular target vehicle, the remainder of this description will use a truck as an example of such target vehicle for brevity reasons. Note that some of the controls described (e.g. shifter, clutch, steering wheel) are related to certain types of target vehicles and not necessarily to others. For example, many automobiles have automatic transmissions and, therefore, do not have a clutch. In another example, an airplane does not have rear-view mirrors, shifters, clutches, etc. Likewise, a truck driving simulator has rear-view mirrors, shifters, clutches, but does not have airelons, thrust, altitude gauges, etc. 
     Referring to  FIG. 1 , a perspective view of a training system  10  is shown. The training system  10  is supported and/or housed by/in a cabinet  8 . The training simulator  10  provides life-like training without or before operation of the target vehicle, in this example a vehicle such as a truck or an automobile. 
     The exemplary training system  10  has a windshield display  12  on which a simulated driving situation is presented as the trainee  8  would see through the windshield of the target vehicle. The windshield display  12  shows, for example, the road being driven upon, the grade of the road, obstacles such as other vehicles, tress, parked cars, pot holes, etc. In some training scenarios, the windshield is fogged or distorted by simulated weather condition s such as rain, snow, sleet, etc. 
     The trainee  5  typically sits on a seat  20  that, preferably, though not required, mimics a seat of the target vehicle. The trainee has controls similar to those in the target vehicle such as a steering wheel  30 , horn  31 , gas pedal  32 , brake pedal  34 , clutch  36  (see  FIG. 2 ), and shifter having a shifter shaft  99  and a shifter handle  98  and shifter sub-system  80 . The shifter subsystem is often covered with a boot  84  to keep dust, liquids, etc from damaging the working components. 
     In a preferred embodiment, though not required, the steering wheel  30  and shift handle  98  have touch sensors that detect if and when the trainee  5  has is grasping the steering wheel  30  and/or shift handle  98 . The touch sensors are any known touch sensor such as a mechanical switch or switches, capacitive or resistive detectors, etc. In some embodiments, the position of the trainee&#39;s hands is determined by the camera(s)  13  in conjunction with or instead of the touch sensors. 
     In some embodiments, a force or strain detector  123  (see  FIG. 8 ) is coupled to the shifter arm  99 . The strain detector  123  provides information to determine how hard the trainee  5  is pushing or pulling the shifter handle  98 . 
     In a position similar to that of a dashboard of the target vehicle is a dashboard (e.g. display)  14  (details of an exemplary dashboard  14  are shown in  FIG. 3 ). The dashboard  14  contains displays and indicators that inform the trainee of various target vehicle and external conditions such as speed, engine speed (RPM), engine temperature, outside temperature, brake temperature, air pressure, oil pressure, etc. In some embodiments, the dashboard  14  is fabricated from actual meters, indicators, etc, as in the target vehicle. In a preferred embodiment, the dashboard  14  is a graphics display on which the meters, indicators, etc of the target vehicle are displayed/simulated. It is also preferred that each sub-component of the dashboard  14  is touch-sensitive. In such, the training system  10  prompts the trainee  5  to, for example, “touch” the tachometer, and the training system  10  receives a signal corresponding to the sub-component/icon that the trainee  5  touches. In embodiments in which the dashboard  14  is a graphics display, it is anticipated that the graphics display is touch-sensitive such that a touch over a displayed sub-component signals the training system  10  of the location touched, and therefore, the identification of the sub-component that is touched. In embodiments in which the dashboard  14  is fabricated from actual meters, indicators, etc, some or all sub-components have touch sensors such as pressure detectors or capacitive touch sensors, etc. 
     In some embodiments, one or more side-view mirror displays  42 / 44  are mounted on or in the cabinet  8 . When provided, the side-view mirror displays  42 / 44  show a simulated view of what is visible to the trainee  5  such as vehicles being passed and/or approaching vehicles. In some embodiments, the side-view mirror displays  42 / 44  display objects as they would appear in a real side-view mirror simulating concave or convex mirrors as appropriate. Additionally, in some embodiments, the image displayed includes simulated dirt, etc, as often occurs in real life. 
     In some embodiments, a center-mounted rear-view display  43  is also provided (not shown). When provided, the rear-view mirror display  43  shows a simulated view of what is visible to the trainee  5  such as approaching vehicles and/or oncoming vehicles. 
     In some embodiments, an information display and input device  16  is provided. The information display and input device  16  does not simulate something from the target vehicle. Instead, the information display and input device  16  presents menus, status information, and auxiliary information to the trainee  5  and accepts inputs such as scenario selection, study chapter selection, login data, etc. 
     In some embodiments, an audio system  18  is provided to enhance realism and provide simulations of sounds that are normally heard when operating the target vehicle such as engine noise, tire noise, other vehicles, rain or sleet hitting the target vehicle, emergency vehicles, sounds of a collision, etc. 
     In some embodiments, one or more trainee sensors  13  are provided to detect various aspects of the trainee  5  such as position upon the seat  20 , head angle, attention, drowsiness and where the trainee is looking. This information is used to make sure the trainee is properly performing the task at hand. The trainee sensors  13  are, for example, cameras, light detectors, ultrasonic transducers, or any other detector as known in the industry. The trainee sensors  13  are coupled to the main computer  100  (see  FIG. 9 ). The main computer  100  analyzes images from the trainee sensor(s)  13  to determine what the trainee  5  is doing and/or where the trainee  5  is looking to provide feedback to the trainee  5  and evaluate the trainee&#39;s abilities (e.g. the camera(s)  13  are used to determine if the trainee  5  looked in the right mirror display  42  before changing lanes). 
     Referring to  FIG. 2 , a second perspective view of a training system is shown. In this view, an optional centrally-located rear-view mirror display  43  is shown above the windshield display  12 . When provided, the rear-view mirror display  43  shows a simulated view of what is visible to the trainee  5  such as vehicles being passed and/or approaching vehicles. In some embodiments, one, two or three mirror displays  42 / 43 / 44  are provided. 
     In  FIG. 2 , the information display and input device  16  is shown with greater detail. This display does not necessarily simulate a feature of the target vehicle, but in some embodiments, does contain features that map to a feature of the target vehicle. In this example, the information display and input device  16  includes an ignition switch icon  17  that looks like the ignition switch of the target vehicle. Typically, the information display and input device  16  shows informational messages such as information regarding the current courseware segment or summaries of the last simulation (e.g. the trainee  5  hit two parked cars and knocked down one telephone pole, etc). In a preferred embodiment, the information display and input device  16  includes a touch screen. In such embodiments, the trainee  5  uses the touch capabilities to make selections and to select items as requested (e.g. “touch the ignition switch”). 
     In some embodiments, the windshield display  12  is also touch sensitive. This provides even more capabilities for testing the trainee&#39;s  5  ability to identify environmental (e.g. roadway) objects such as signs, barriers, etc. For example, the trainee is asked to touch the stop sign or touch the lane in which is most appropriate for his/her vehicle, etc. 
     Again, in some embodiments, one or more trainee sensors  13  are integrated into the training system  10 . The trainee sensors (e.g. camera or cameras)  13  are coupled to the main computer  100 . The main computer  100  analyzes data from the trainee sensor(s)  13  to determine what the trainee  5  is doing and/or where the trainee  5  is looking to provide feedback to the trainee  5  and evaluate the trainee&#39;s abilities (e.g. the trainee sensor(s)  13  are used to determine if the trainee  5  looked in the right mirror display  42  before changing lanes). The trainee sensor(s)  13  are positioned as needed to determine the position, stance and view of the trainee  5 . 
     Referring to  FIG. 3 , a plan view of an exemplary training system dashboard  14  is shown. The dashboard  14  contains displays and indicators that inform the trainee of various target vehicle internal and external conditions such as speed  54 , engine speed (RPM)  52 , engine temperature  56 , outside temperature  58 , battery voltage  60 , air pressure  64 , oil pressure  66 , fuel reserve  68 , oil temperature  70  etc. In some embodiments, the dashboard  14  is fabricated from actual meters, indicators, etc, as in the target vehicle (not shown). In a preferred embodiment, the dashboard  14  is a graphics display on which the meters, indicators, etc of the target vehicle are simulated by images (e.g. icons) of the respective components from the target vehicle. In this way, the dashboard  14  is reconfigurable between different target vehicles (e.g. some vehicles have more/less meters and more/less “idiot lights”). 
     It is also preferred that each sub-component of the dashboard  14  is touch-sensitive. In the example of  FIG. 3 , the entire graphics display  14  is touch sensitive (touch panel as known in the industry) and, touching of any of the sub-components  52 / 54 / 56 / 58 / 60 / 62 / 64 / 66 / 68 / 70  signals the main computer  100  that the corresponding sub-components  52 / 54 / 56 / 58 / 60 / 62 / 64 / 66 / 68 / 70  was touched. This provides the capability of questions/response scenarios like, “touch the fuel gauge . . . ” and detection of the icon (sub-component  52 / 54 / 56 / 58 / 60 / 62 / 64 / 66 / 68 / 70 ) that was touched. 
     In some embodiments, status or identification information  50  is provided on the dashboard  14  such as the vehicle details and, perhaps, the name of the trainee  5 , etc. 
     Referring to  FIGS. 4 through 8 , views of a shifting training sub-system  70  are shown. The shifting training sub-system  70  includes a transmission simulation section  80 , a shaft  99  and a handle  98 . In some embodiments, a touch detector  118  is provide on the handle  98  for detecting if a hand of the trainee  5  is touching the shifter handle  98 , for example, a capacitive sensing detector  118 . 
     The transmission simulation section  80  is preferably a two plate design. The transmission simulation section  80  includes a top plate  103  and the bottom plate  104 . The top plate  103  and the bottom plate  104  allow travel of the shifter in the “Y” direction. One or more linear bearing(s)  140 / 142  enable movement of the top plate  103  relative to the bottom plate  104  in the “Y” direction for a limited distance. This provides the “Y” direction travel for the shifter shaft  99 . 
     When the top plate  103  moves relative to the bottom plate  104 , one or more spring loaded “Y” ball detents  114  provide several natural stopping locations similar to those of the transmission of the target vehicle. The “Y” ball detents  114  and the “Y” detent grooves  115  provide natural stopping locations as well as simulated increase and release of force when shifting into simulated gear positions. The spring loaded “Y” ball detent plungers  114  provide a simulated feel of gear engagement as shift handle  98  and arm  99  are pushed. 
     Located on the bottom plate  104  is a transmission lock out solenoid  116 . A movable core of this computer controlled transmission lock out solenoid  116  engages with the top plate  103 , locking the top plate  103  in position over the bottom plate  104  under control of the computer  100 . This provides simulated limited “Y” movement and simulates gear change restrictions and also provides an actuator system that locks the operator out of gear if a shift operation is missed. 
     Attached (e.g. by screws  145 ) to the bottom plate  104  is an H-gate  109 . The H-gate  109  limits the “X” direction travel of the shifter shaft  99 . A shift arm guide  110  mesh into detents  147  of the H-gate  109 . Only certain combinations of positions of X and Y displacements are allowed by the H-gate  109  and shift arm guide  110 . This provides limits to total travel of the shift arm guide  110  by amounts limited by the combination of the X and Y travel and in appropriate simulated shifting patterns. 
     The transmission top plate  103  also includes the transducer system  106 . The transducer system  106  outputs noise and vibration to simulate gear box noise and vibration. This transmission noise and vibrations are conducted through parts of the transmission shaft  99  to provide the feel of an actual transmission in an operating target vehicle. 
     The transmission top plate  103  also includes the two transmission spring loaded detents  107  (left) and  108  (right). The spring detent includes an initial load detent  113 . The initial load detent  113  provides a preload to the initial force required for movement of the shifting shaft  99 . This initial load detent  113  is applied to the right  108  and/or left  107  spring loaded detents. The purpose of the detents is to simulate the force and feel of a manual transmission. 
     Optionally, a pneumatic range switch  117  and a pneumatic splitter switch (not visible) are provided on the shifter handle  98 , mounted on the top portion of the shifter shaft  99 . The operation/position of the pneumatic range switch  117  and the pneumatic splitter switch  118  are detected by the ranged switch detector  119  are communicated to the computer  100 . These simulate the range and splitter switch for a manual transmission. The position of these switches is used by the training system  10  during various driving scenarios. 
     A “Y” position sensor  121  and a “X” position sensor  122  are located on the bottom plate  104 . The “Y” position and “X” position of the shaft  99  are communicated to the computer  100  by the “Y” position sensor  121  and “X” position sensor  122  respectively. 
     Located in or on the shifter handle  98  is a hand position sensor  118 . The hand position sensor  118  detects if the trainee&#39;s  5  hand is in proximity to the top of the shifter shaft, providing the computer  100  with information regarding hand placement. In a preferred embodiment, the hand position sensor  118  is a proximity detector such as a capacitive or resistive sensor as known in the industry. 
     Located on the lower portion of the shifter shaft  99  is a shaft force sensor  123  ( FIG. 8 ). The shaft force sensor  123  provides a signal to the computer  100  indicating an amount of force exerted on the shaft by the trainee  5 . When an excessive force is determined (e.g. an over load condition), the computer  100  signals an alarm (e.g. audio signal over the audio system  18 ). 
     Referring to  FIG. 9 , a schematic view of an exemplary training system is shown. As discussed prior, it is anticipated that one or more of the following described features is or is not present in all embodiments. For example, in some embodiments, there is no trainee sensor  13  that determines where the trainee  5  is looking, etc. 
     Central to the training system  10  is a computer  100 . Many different types of computers  100  are anticipated such as personal computers, dedicated computers and server computers. It is anticipated that computers  100  of one training system  10  are connected by local or wide area networks to other training systems  10  and/or to central data collection and control systems (not shown). In some embodiments, the computer has a motherboard with multiple PCI-Ex16 slots that provide multiple simulator display channels with 2D and/or 3D capability. A video processor card is optionally installed in each of these slots. The video cards run the simulation in multi channel mode with low transient delay times. It is anticipated, though not required, that a single image generator (single motherboard computer) can drive multiple displays. Although any number of display channels is anticipated, the training system typically is configured with from 3 to 8 real time interactive screens. 
     The computer  100  includes, in some embodiments, a display device or terminal device  140 . This device  140  has a display screen, a keyboard and/or a touch screen and is primarily used by an administrator to operate the computer  100 , for example, performing backups and other system administration function. In some embodiments, these functions are performed using one or more of the other components/displays  12 / 14 / 16 . 
     The computer  100  also includes persistent storage  110 / 120  such as hard drives, flash memory, etc. for storage of, for example, courseware  110  and user information  120 . In a preferred embodiment, the persistent storage  110 / 120  is one or more hard drives or solid-state drives. In some embodiments, the storage  110 / 120  is a raid system to provide more reliable data storage. 
     Interfaced to the computer  100  are several components of the training system  10 . The windshield display  12 , dashboard (e.g. dashboard graphics display and touch screen)  14  and information display  16  are all interfaced to the computer  100  as known in the industry. The mirror displays  42 / 43 / 44  (when present) are also interfaced to the computer  100  as known in the industry. All specialized hardware devices such as the shifter touch detector  118  (also the X-position, Y-position, switch status not shown for brevity reasons), clutch (position and force)  36 , gas pedal (position and force)  32 , brake pedal (position and force)  34  and steering wheel (rotation and touch)  30  are also interfaced to the computer  100  as known in the industry. It is preferred that some or all of such interfaces are bi-directional to provide control of the device (e.g. vary the counter-force of the brake pedal  34  or gates of the transmission  80 ) and to receive feedback from the device (e.g. sufficient pressure was applied to the brake pedal  34 , hands are on the steering wheel  30  or the trainee  5  successfully shifted from first gear into second gear). 
     In embodiments that have trainee sensors  13  such as cameras, etc, the trainee sensors  13  are interfaced to the computer  100  as known in the industry. 
     In embodiments that have hand proximity sensors  118  (on shifter handle  98 , the hand proximity sensors  123  are interfaced to the computer  100  as known in the industry. 
     In embodiments that have shifter force sensors  123  (on shifter shaft  99 , the shifter force sensors  123  are interfaced to the computer  100  as known in the industry. 
     In some embodiments, one or more biometric sensors  15  are interfaced to the computer  100 . The biometric sensors  15  sense, for example, fingerprints, retina, face characteristics, etc, of a user of the training system  10  to make sure the training and results correspond to the correct trainee  5 , thereby preventing one trainee  5  from intentionally or unintentionally scoring/learning for another trainee  5 . 
     In embodiments having a sound system  18 , the sound system  18  is interfaced to the computer  100  as known in the industry such as audio outputs connected to amplifiers and speakers, TOSLINK, USB, etc. 
     In embodiments having a transmission transducer  106 , the transmission transducer  106  is interfaced to the computer  100  as known in the industry such as through audio outputs connected to amplifiers and speakers, TOSLINK, USB, etc or over a local area network (see  FIG. 12 ). 
     Referring to  FIG. 10 , a flow chart of a training model of the prior art is shown. This represents either one segment of a training method or the entire training method of the prior art. In it, a first scenario/segment is selected  300  then run  302  and data is captured  304  during and/or after the scenario/segment is run. An example of a simple scenario/segment is a simulation of driving down a road way, approaching an unmarked intersection and a vehicle pulls out from the intersection into the path of the trainee  5 . If the captured data indicates a major issue occurred  306  such as the trainee  5  didn&#39;t apply the brakes, records are made and the appropriate training personnel are notified  320 . 
     The data is analyzed  308  to determine the performance of the trainee  5  in the given scenario/segment meets passing requirements. If not, the scenario/segment is repeated  302 / 304 / 306 / 308 . If the trainee  5  meets passing requirements  308 , it is determined if there are more scenarios/segments  312  for the trainee  5  (e.g. scenarios/segments are often grouped in chapters and the trainee  5  is finished when he/she complete a chapter, etc). If there are more scenarios/segments  312 , the next scenario/segment is retrieved  314  and the above steps  302 / 304 / 306 / 308 / 312  are repeated until there are more scenarios/segments planned for the trainee  5  and the captured data is stored  316  for progress analysis, grading, etc. 
     The methods of the prior art do not adapt to the trainee&#39;s  5  demonstrated abilities, running scenarios/segments sequentially, independent of any progress that the trainee  5  has made. For example, in a set of scenarios/segments are crafted to teach defensive driving, offending vehicles are displayed moving into the path of the trainee  5 . If the trainee  5  demonstrates excellent responses to each of the first few scenarios/segments, the latter scenarios/segments are still presented, often boring the trainee  5 . Similarly, if the trainee  5  shows a weakness in a certain operation such as double-clutching, the prior art would only repeat the scenarios/segments until the trainee  5  is able to pass that segment. In the later situation, it is desirable to access other scenarios/segments that may have already been completed for extra training on the operation of which the trainee  5  is having difficulty. The prior art does not address such operation to adapt to the demonstrated abilities of the trainee  5 . 
     Referring to  FIG. 11 , a flow chart of the adaptive training system is shown. Typically, a chapter or portion of a training course (courseware  110 ) is presented in one session to the trainee  5 . The methods disclosed monitory the demonstrated abilities (or lack thereof) of the trainee  5  and adapt the training course to such. In this, a first scenario/segment from the chapter is selected  400  then run  402 . Data is captured  404  during and/or after the scenario/segment is run. An example of a simple scenario/segment is a simulation of driving down a road way, approaching an unmarked intersection and a vehicle pulls out from the intersection into the path of the trainee  5 . If the captured data indicates a major issue occurred  406  such as the trainee  5  didn&#39;t apply the brakes, records are made and the appropriate training personnel are notified  430 . In some situations in which a major issue occurred  406 , the driver is notified on one or more of the displays  12 / 14 / 16 , preferably the information display  16 . As part of the adaptive process, elements that led up to the major issue are isolated/determined  432  and, as necessary, prior scenarios/segments or chapters are presented  434  to the trainee  5  to fortify the trainee&#39;s abilities on these elements. For example, if the trainee  5  didn&#39;t apply the brakes correctly because the trainee  5  was having trouble downshifting, then the scenarios/segments or chapters related to double clutching are scheduled to be repeated for that trainee  5  or are selected and run. 
     If no major issue is identified  406 , the data is analyzed  408  to determine the performance of the trainee  5  in the given scenario/segment meets passing requirements and information is displayed  410  to the trainee  5  on one or more of the display devices  12 / 14 / 16 . If the performance indicates that the trainee  5  didn&#39;t perform the task sufficiently  412 , a new scenario/segment is selected  414 . The new scenario/segment is selected  414  based upon elements of the prior scenario/segment that were not adequately performed. Since the method is adaptive, the method uses any existing or modified scenario/segment to fortify the element that was not adequately performed. For example, if the trainee  5  avoided the collision but the trainee  5  didn&#39;t step on the clutch while applying the brakes, therefore stalling the engine, one or more scenarios/segments or chapters related to proper use of the clutch while braking are selected  414  to be presented to the trainee  5  either during the current session or during a future session. 
     If the trainee&#39;s  5  performance meets passing requirements  412 , the data (e.g. results) are stored  416  for later reporting/analysis/grading and it is determined if there are more scenarios/segments  418  for the trainee  5  (e.g. scenarios/segments are often grouped in chapters and the trainee  5  is finished when he/she complete a chapter, etc). If there are more scenarios/segments  418 , the next scenario/segment is retrieved  420  and the above steps  402 - 418  are repeated until there are more scenarios/segments planned for the trainee  5 . 
     The methods of the prior art do not adapt to the trainee&#39;s  5  demonstrated abilities, running scenarios/segments sequentially, independent of any progress that the trainee  5  has made. For example, in a set of scenarios/segments are crafted to teach defensive driving, each presenting offending vehicles moving into the path of the trainee  5 , if the trainee  5  demonstrates excellent responses to each of the first few scenarios/segments, the latter scenarios/segments are still presented, often boring the trainee  5 . Similarly, if the trainee  5  shows a weakness in a certain operation such as double-clutching, the prior art would only repeat the scenarios/segments until the trainee  5  is able to pass that segment. In the later situation, it is desirable to access other scenarios/segments that may have already been completed for extra training on the operation of which the trainee  5  is having difficulty. The prior art does not address such operation to adapt to the demonstrated abilities of the trainee  5 . The present invention addresses these and other shortcomings of the prior art through adapting to the trainee&#39;s  5  demonstrated abilities to determine which segments/scenarios need to be presented or re-presented next or in the future. In some embodiments, the segments/scenarios are marked for review to be re-presented during another session. In some embodiments, the data is stored and the next time the trainee  5  accesses the training system  10 , the training system  10  analyzes the data to determine the more meaningful segments/scenarios that need be run to concentrate on areas that are the weakest, etc. 
     Referring to  FIG. 12 , a schematic view of a typical computer  100  is shown. The example computer  100  represents a typical computer system used as the heart of the training system  10 . The example computer  100  is shown in its simplest form, having a single processor. Many different computer architectures are known that accomplish similar results in a similar fashion and the present invention is not limited in any way to any particular computer system. The present invention works well utilizing a single processor system, a multiple processor system where multiple processors share resources such as memory and storage, a multiple server system where several independent servers operate in parallel (perhaps having shared access to the data or any combination). In this, a processor  610  is provided to execute stored programs that are generally stored for execution within a memory  620 . The processor  610  can be any processor or a group of processors, for example an Intel Pentium-4® CPU or the like. The memory  620  is connected to the processor in a way known in the industry such as by a memory bus  615  and is any memory  620  suitable for use with the selected processor  610 , such as SRAM, DRAM, SDRAM, RDRAM, DDR, DDR-2, flash, FEROM, etc. 
     Also connected to the processor  610  is a system bus  630  for connecting to peripheral subsystems such as a network interface (not shown), a persistent storage (e.g. a hard disk, semiconductor storage such as flash, a raid system, etc)  640 , a disk drive (e.g. DVD)  650 , one or more graphics adapters  660 , a keyboard/mouse  670  and/or one or more touch screen interfaces  675 . The graphics adapter(s)  660  receives commands and display information from the system bus  630  and generates a display image that is displayed on one or more of the graphic display devices  12 / 14 / 16 / 42 / 43 / 44 . 
     In general, the hard disk  640  may be used to store programs, executable code and data (e.g. courseware  110  and user data  120 ) persistently. For data security and reliability, in some embodiments, the hard disk  640  is multiple disks or a raid system, etc. The removable disk drive  650  is often used to load CD/DVD/Blueray disks having programs, executable code and data onto the hard disk  640 . These peripherals are examples of input/output devices, persistent storage and removable media storage. Other examples of persistent storage include core memory, FRAM, flash memory, etc. Other examples of removable disk drives  650  include CDRW, DVD, DVD writeable, Blueray, compact flash, other removable flash media, floppy disk, etc. In some embodiments, other devices are connected to the system through the system bus  630  or with other input-output connections. Examples of these devices include printers; graphics tablets; joysticks; audio components; and communications adapters such as modems and Ethernet adapters. 
     Although there are many ways anticipated for connecting training system components  13 / 30 / 32 / 34 / 36 / 106 / 118 / 123  to the processor, one preferred interface is a bi-directional local area network such as Car Area Network (CAN)  685  connected to the bus  630  by a Car Area Network (CAN) interface  680  as known in the industry. Any connection scheme to the system components  13 / 30 / 32 / 34 / 36 / 106 / 118 / 123  is anticipated including direct wiring, any local area network (e.g. Ethernet, CAN or VAN) and wireless (e.g. Bluetooth). 
     Equivalent elements can be substituted for the ones set forth above such that they perform in substantially the same manner in substantially the same way for achieving substantially the same result. 
     It is believed that the system and method as described and many of its attendant advantages will be understood by the foregoing description. It is also believed that it will be apparent that various changes may be made in the form, construction and arrangement of the components thereof without departing from the scope and spirit of the invention or without sacrificing all of its material advantages. The form herein before described being merely exemplary and explanatory embodiment thereof. It is the intention of the following claims to encompass and include such changes.