Teaching Dilemma Zone Protection With Simulation-based 3D Game Qichao Wang Department of Civil & Environmental Engineering Virginia Tech Blacksburg, VA, USA email@example.com Montasir Abbas Department of Civil & Environmental Engineering Virginia Tech Blacksburg, VA, USA firstname.lastname@example.org Lisa McNair Department of Engineering Education Virginia Tech Blacksburg, VA, USA email@example.com Abstract Dilemma zone is a region where drivers can hardly choose whether to stop or continue at the onset of yellow. One of the most commonly used dilemma zone protection system is the green extension system. The essence of this system is to extend the green when there are vehicles in dilemma zone. There are several concepts about dilemma zone and dilemma zone protection system. Without real-world experience, it is difficult for students to understand and memorize the concepts. It was found that the educational game can stimulate the student and improvement the teaching efficiency. Previous work (Kasaraneni et al. 2009) designed a game prototype using offline simulation data from a microscopic simulation software to illustrate the dilemma zone protection concepts. They found that the students want a more visual appealing game. A simulation-based 3D game was designed to improve the teaching efficiency for the dilemma zone protection concept. The game can simulate traffic operation scenarios and collect users’ gameplay data using refined 3D scenes. Vivid scenes attract students and multi-level design increases the appeal of the game and thus can stimulate students. Gameplay data collected from users can monitor students’ responses and gather their understanding of the delivered knowledge. An experiment was conducted to prove the effect of the game. 40 students contributed 608 game play observations with before and after quizzes scores for each of the students. The matched pairs t-test conducted in JMP showed a mean difference of 0.95 at 0.0051 significant level for the scores change, which indicated the game improved the students learning output significantly. Further analysis shows the “A level students” or the students with weaker understanding of the targeting concepts have more potential to benefit from the game. REFERENCES Kasaraneni, Y., Abbas, M. M., & McNair, L. (2009). Web-Based Game to Improve Learning of Driver Behavior and Control at Signalized Intersections. In Transportation Research Board 88th Annual Meeting (No. 09-2266).