Driving simulation display management method and system

Abstract

The embodiment of the application provides a driving simulation display management method and system, which can solve the problem that the existence of the driver's visual blind area may cause the driver to fail to discover the surrounding pedestrians and vehicles in time, and increase the collision probability, but the driver is difficult to obtain the practice in this aspect after the driving test training or even the driving test. The method comprises the following steps: in the case that a student uses a terminal device to perform driving simulation training, acquiring position information of a target vehicle model and element models in a driving scene model driven by the student; calculating a position relationship between a student's visual field and the element models based on model contour parameters and the position information; in the case that a target element model is shielded by a body structure of the target vehicle, improving display transparency of the body structure of the target vehicle shielding the target element model, so that the student can observe the target element model under the body structure layer.

Description

Technical Field

[0001] This application relates to the field of computer technology, and in particular to a driving simulation display management method and system. Background Technology

[0002] A driver's blind spot refers to an area that a driver cannot directly observe while driving because their line of sight is obstructed by the vehicle body. The existence of a driver's blind spot may prevent the driver from noticing pedestrians, bicycles, other vehicles, or obstacles in time, thereby increasing the probability of a collision. However, drivers rarely get to practice this aspect during driving test training or even after passing the driving test. Summary of the Invention

[0003] This application provides a driving simulation display management method and system, which can solve the problem that the existence of blind spots in the driver's field of vision may cause the driver to be unable to detect pedestrians, bicycles, other vehicles or obstacles in time, thereby increasing the probability of collision accidents. However, it is difficult for drivers to get this kind of practice during driving test training or even after passing the driving test.

[0004] The first aspect of this application provides a driving simulation display management method, including:

[0005] When trainees use terminal devices for driving simulation training, the position information of the target vehicle model driven by the trainee and the element models in the driving scenario model is obtained. The element models are other interactive element models in the driving scenario model other than the target vehicle model driven by the trainee.

[0006] The positional relationship between the student's field of vision and the element model is calculated based on the model contour parameters and positional information.

[0007] If a target element model is obscured by the body structure of the target vehicle, increase the display transparency of the body structure of the target vehicle that is obscuring the target element model so that the trainee can observe the target element model under the body structure layer.

[0008] Optionally, the element model includes roads, vehicles, pedestrians, obstacles, and traffic signs.

[0009] Optional, also includes:

[0010] When an element model is obscured by the body structure of the target vehicle, a top-down view of the positional relationship between the target vehicle and the target element is generated and displayed in the driving simulation training interface.

[0011] Optionally, increasing the display transparency of the target vehicle's body structure that occludes the target element model when the target element model is obscured by the target vehicle's body structure includes:

[0012] When the entire outline of a target element model is occluded by the body structure of the target vehicle, increase the display transparency of the body structure of the target vehicle that occludes the target element model.

[0013] Optionally, before increasing the display transparency of the target vehicle's body structure that obscures the target element model, the method further includes:

[0014] Generate a question message, the question message including the type of the target element;

[0015] Obtain feedback from students;

[0016] If the feedback message indicates that the current student is unaware of the target element model, increase the display transparency of the target vehicle's body structure that is obscuring the target element model.

[0017] Optional, also includes:

[0018] If the feedback message indicates that the current student is unaware of the target element model, acquire video data of the process by which the target element model moves from the student's visible area into the blind spot.

[0019] Play the video of the process in the driving simulation training interface.

[0020] Optional, also includes:

[0021] Obtain the student's selection instruction for the target vehicle model, the selection instruction including the vehicle type and / or brand model of the vehicle model.

[0022] A second aspect of this application provides a driving simulation display management device, comprising:

[0023] The acquisition unit is used to acquire the position information of the target vehicle model driven by the student and the element models in the driving scenario model when the student is using a terminal device for driving simulation training. The element models are other interactive element models in the driving scenario model other than the target vehicle model driven by the student.

[0024] The calculation unit is used to calculate the positional relationship between the student's field of vision and the element model based on the model contour parameters and position information;

[0025] The display unit is used to increase the display transparency of the target vehicle's body structure that is obscuring the target element model when the target element model is obscured by the body structure of the target vehicle, so that the trainee can observe the target element model under the body structure layer.

[0026] A third aspect of this application provides an electronic system including a memory and a processor, wherein the processor is used to execute a computer program stored in the memory to implement the steps of the driving simulation display management method described above.

[0027] A fourth aspect of this application provides a computer-readable storage medium having a computer program stored thereon, which, when executed by a processor, implements the steps of the driving simulation display management method described above.

[0028] In summary, the driving simulation display management method provided in this application, when a student is conducting driving simulation training using a terminal device, obtains the positional information of the target vehicle model driven by the student and the element models in the driving scene model. These element models are other interactive element models in the driving scene model besides the target vehicle model driven by the student. The method calculates the positional relationship between the student's field of vision and the element models based on model contour parameters and positional information. When a target element model is obscured by the vehicle's body structure, the method increases the display transparency of the vehicle's body structure obscuring the target element model, allowing the student to observe the target element model under the vehicle body structure layer. Thus, by dynamically displaying the vehicle body transparency effect, the driver can intuitively see target elements (such as vehicles, pedestrians, and obstacles) in the blind spot. Students can intuitively understand the blind spot range and its potential risks, cultivating safe driving habits. The simulated transparency adjustment enhances the immersive experience of the scene, allowing students to experience blind spot problems that are difficult to observe in real driving within a virtual environment. Through repeated training and dynamic transparency display, students can grasp the potential dangers in the blind spot and make reasonable predictions and reactions. Visual perception is an important learning method, and transparency processing helps students quickly and accurately understand the impact of the vehicle body structure on their field of vision.

[0029] Accordingly, the driving simulation display management device, electronic system, and computer-readable storage medium provided in the embodiments of the present invention also have the above-mentioned technical effects. Attached Figure Description

[0030] Figure 1 A flowchart illustrating a possible driving simulation display management method provided in an embodiment of this application;

[0031] Figure 2 A schematic structural block diagram of a possible driving simulation display management device provided in the embodiments of this application;

[0032] Figure 3 A schematic diagram of the hardware structure of a possible driving simulation display management device provided in an embodiment of this application;

[0033] Figure 4 A schematic structural block diagram of a possible electronic system provided for embodiments of this application;

[0034] Figure 5 This is a schematic structural block diagram of a possible computer-readable storage medium provided for embodiments of this application. Detailed Implementation

[0035] This application provides a driving simulation display management method and system, which can solve the problem that the existence of blind spots in the driver's field of vision may cause the driver to be unable to detect pedestrians, bicycles, other vehicles or obstacles in time, thereby increasing the probability of collision accidents. However, it is difficult for drivers to get this kind of practice during driving test training or even after passing the driving test.

[0036] The terms "first," "second," "third," "fourth," etc. (if present) in the specification, claims, and accompanying drawings of this application are used to distinguish similar objects and are not necessarily used to describe a specific order or sequence. It should be understood that such data can be interchanged where appropriate so that the embodiments described herein can be implemented in a sequence other than that illustrated or described herein. Furthermore, the terms "comprising" and "having," and any variations thereof, are intended to cover non-exclusive inclusion; for example, a process, method, system, product, or apparatus that comprises a series of steps or units is not necessarily limited to those steps or units explicitly listed, but may include other steps or units not explicitly listed or inherent to such processes, methods, products, or apparatus. The technical solutions of the embodiments of this application will now be clearly and completely described in conjunction with the accompanying drawings. Obviously, the described embodiments are only a part of the embodiments of this application, and not all of them.

[0037] Please see Figure 1 The flowchart of a driving simulation display management method provided in this application embodiment may specifically include: S110-S130.

[0038] S110, when the trainee is using a terminal device for driving simulation training, the position information of the target vehicle model driven by the trainee and the element models in the driving scenario model is obtained, wherein the element models are other interactive element models in the driving scenario model other than the target vehicle model driven by the trainee.

[0039] S120 calculates the positional relationship between the student's field of vision and the element model based on the model contour parameters and position information.

[0040] S130, when a target element model is occluded by the body structure of the target vehicle, increase the display transparency of the body structure of the target vehicle that occludes the target element model so that the trainee can observe the target element model under the body structure layer.

[0041] Understandably, blind spots are a potential risk factor for traffic accidents during driving. The aforementioned solution utilizes a driving simulation display management method, employing simulation training technology and visual adjustment techniques to allow trainees to understand and master the range and impact of blind spots in a virtual environment. This method provides an intuitive teaching approach by dynamically adjusting the transparency of the simulation display interface, effectively compensating for the shortcomings of traditional training methods.

[0042] For example, a driving simulation system can include two main models: a target vehicle model, simulating the vehicle driven by the learner, including its shape and body structure; and a driving scene model, including roads, pedestrians, vehicles, obstacles, and other interactive elements. Using virtual environment modeling technology, the contour parameters (such as shape and size) and position information (such as coordinates and direction) of these models are collected in real time. The driving position and body contour of the learner's vehicle are recorded through a simulation terminal device (such as a driving simulator or VR device). Pre-set algorithms are used to obtain the position and state of other elements in the scene, such as pedestrians crossing the road or vehicles approaching from the side. Geometric projection methods are used to calculate the occlusion area between the driver's field of view (FOV) and the target vehicle's body structure, determining which scene elements are covered by blind spots. The intersection of the driver's FOV (Field of View) and the mathematical model of the vehicle structure is performed. This determines which elements are occluded and obtains their position information. Computer vision algorithms are used to simulate the driver's line of sight and to divide the field of view area based on the geometric characteristics of the vehicle model (such as occluding components like A-pillars and B-pillars). The program calculates the model of elements within the occluded area, such as a pedestrian obscured by an A-pillar or a vehicle hidden in a blind spot by a rearview mirror. By adjusting the display transparency of the obscured parts of the vehicle body, the program allows trainees to observe the obscured target elements. Increasing transparency simulates a "perspective" effect, allowing trainees to visually see the scene behind the occluded area. The transparency range is dynamically adjusted based on the severity of the occlusion to ensure realistic display without affecting the overall simulation training. When elements within the trainee's field of vision are obscured by the vehicle, the program automatically calculates the transparency enhancement level (e.g., 50%, 70%, 90%). For example, if a pedestrian is obscured by an A-pillar, the A-pillar gradually becomes semi-transparent, while the pedestrian's outline becomes clearly visible. Transparency priorities are set for different occluded areas; for example, blind spots on both sides of the front of the vehicle have a higher priority than those at the rear.

[0043] In summary, the driving simulation display management method provided in the above embodiments, when trainees are using terminal devices for driving simulation training, obtains the positional information of the target vehicle model driven by the trainee and the element models in the driving scene model. These element models are other interactive element models in the driving scene model besides the target vehicle model driven by the trainee. The method calculates the positional relationship between the trainee's field of vision and the element models based on model contour parameters and positional information. When a target element model is obscured by the vehicle's body structure, the method increases the display transparency of the vehicle's body structure obscuring the target element model, allowing the trainee to observe the target element model under the vehicle body structure layer. Thus, by dynamically displaying the vehicle body transparency effect, the driver can intuitively see target elements (such as vehicles, pedestrians, and obstacles) in the blind spot. Trainees can intuitively understand the blind spot range and its potential risks, cultivating safe driving habits. The simulated transparency adjustment enhances the immersive experience of the scene, allowing trainees to experience blind spot problems that are difficult to observe in real driving within a virtual environment. Through repeated training and dynamic transparency display, trainees can grasp the potential dangers in the blind spot and make reasonable predictions and reactions. Visual perception is an important learning method, and transparency processing helps trainees quickly and accurately understand the impact of the vehicle body structure on their field of vision.

[0044] In one embodiment, it further includes:

[0045] When an element model is obscured by the body structure of the target vehicle, a top-down view of the positional relationship between the target vehicle and the target element is generated and displayed in the driving simulation training interface.

[0046] Understandably, adding a top-down view display function to the aforementioned driving simulation display management methods can further enhance trainees' understanding of blind spot spatial relationships, helping them develop spatial perception and more accurate driving judgment. The top-down view image display supplements and enhances the driving scenario, especially when target elements are obscured by the vehicle's structure, where the traditional driver's perspective struggles to provide complete environmental perception. By generating a top-down view map, the spatial relationship between the target vehicle and obscured elements can be intuitively displayed, providing trainees with additional training feedback. The top-down view can be understood as observing the vehicle and its surrounding environment from directly above, showing the vehicle's outline, obscured areas, and the positional relationships of obscured elements. This helps trainees understand the relative positional relationships between the target vehicle and scene elements. It provides supplementary visual information, enabling trainees to quickly grasp the distribution of obstacles within blind spots. It enhances spatial perception and dynamic observation capabilities, making it particularly suitable for complex scenarios.

[0047] For example, a top-down view image can be generated by real-time acquisition of the position information of the target vehicle model and element models, using a projection mapping algorithm. The projection algorithm is based on 3D scene modeling, converting 3D coordinates into a top-down plane projection. The vehicle outline, occluded areas, and occluded element models are marked on the image. The outline of the target vehicle is drawn using four key points of the vehicle body (front, rear, left, and right corners). Based on the occlusion calculation results, occluded areas are marked with color or transparency. The positions of occluded elements are clearly marked within the occluded areas; for example, pedestrians are represented by dots, and other vehicles by rectangles. As the vehicle moves, the positional relationships constantly change, and the top-down view image needs to be dynamically updated based on real-time data. The relative positions of the target vehicle and scene elements are recalculated each frame. The displayed content of the image is updated to ensure real-time synchronization with the driving simulation scene. The target vehicle is set as the fixed center of the top-down view, and surrounding elements dynamically change as the vehicle moves. Different types of scene elements are distinguished by visual elements such as color and size (e.g., red dots represent pedestrians, yellow dots represent other vehicles). Concise and clear visual cues are provided to trainees. The top-down view, serving as an auxiliary display module in the driving simulation training interface, is displayed in conjunction with the main view using a split-screen or embedded method. A top-down view window is positioned in the lower right or lower left corner of the driving simulation training interface. When trainees discover target elements within blind spots, they can view the top-down view to further confirm their positional relationships. Trainees can zoom in or out of the top-down view interactively (e.g., with a mouse or touchscreen) to observe details more clearly. Thus, the top-down view provides a global perspective, allowing trainees to quickly understand the spatial relationship between the vehicle and target elements, helping to avoid dangers caused by blind spots. By observing the top-down view image, trainees can intuitively understand the distribution of target elements within blind spots, effectively compensating for the shortcomings of traditional main-view observation. In complex scenarios such as intersections and reversing into parking spaces, the top-down view can clearly display surrounding environmental information, helping trainees optimize their operations. Combining the main view, top-down view, and dynamic transparent display, a comprehensive spatial information display system is constructed, enhancing perception from two-dimensional to three-dimensional. Adding top-down view support within blind spots improves trainees' ability to quickly judge complex scenarios. The synergistic effect of the top-down view and dynamic display allows trainees to quickly understand the concept of driving blind spots and master coping strategies in actual driving.

[0048] In one embodiment, increasing the display transparency of the target vehicle's body structure that occludes the target element model when the target element model is obscured by the target vehicle's body structure includes:

[0049] When the entire outline of a target element model is occluded by the body structure of the target vehicle, increase the display transparency of the body structure of the target vehicle that occludes the target element model.

[0050] Understandably, when the entire outline of the target element model is occluded by the vehicle's body structure, the display effect is optimized by increasing the transparency of the body structure. This feature is a special handling method for completely occluded scenes, designed to improve learners' perception of complex blind spots.

[0051] For example, the occlusion state of the target element model is calculated from the overlapping area between the view projection and the vehicle body structure. When the entire outline (i.e., complete boundary) of the target element model is occluded and cannot be seen through normal observation, the system will activate the transparency enhancement function. The occlusion determination algorithm can be as follows: Obtain the geometric model of the target vehicle body, including occlusion components such as A-pillars, B-pillars, and rearview mirrors. Based on the geometric projection of the driver's view, determine whether the projection of the target element is completely covered by the vehicle body structure. If the projection area is completely within the occlusion range of the vehicle body, it is marked as "completely occluded". If only a part of the outline of the target element is occluded, the transparency adjustment function is handled according to dynamic rules. When all boundary points of the target element are covered, full transparency enhancement display is triggered. When the target element is completely occluded, the transparency of the occluding parts of the target vehicle is gradually increased, allowing the trainee to clearly see the scene behind the vehicle body structure. The initial transparency can be 0% (completely opaque) for the occluding parts. When the transparency is increased to 50%, the target element is blurred to help the trainee understand the blind spot. Transparency increased to 80% or higher: Clearly displays the outline of obscured target elements while maintaining the visibility of the vehicle body structure. Transparency adjustment takes effect immediately when a target element within the trainee's field of vision is completely obscured. If the target element leaves the obscured area, the transparency gradually returns to its initial value. Therefore, for situations where target elements are completely obscured, the enhanced transparency function provides clear visual feedback, ensuring the trainee's full perception of hidden hazards. Transparent display of the vehicle body structure compensates for key visual information lost by the trainee due to complete obscuration, avoiding misjudgments or delayed reactions. In scenarios where complete obscuration is common, such as reversing, changing lanes, and intersections, the enhanced transparency significantly improves the trainee's risk identification ability.

[0052] In one embodiment, before increasing the display transparency of the body structure of the target vehicle that obscures the target element model, the method further includes:

[0053] Generate a question message, the question message including the type of the target element;

[0054] Obtain feedback from students;

[0055] If the feedback message indicates that the current student is unaware of the target element model, increase the display transparency of the target vehicle's body structure that is obscuring the target element model.

[0056] Understandably, to enhance learners' focus on the target element model and improve learning outcomes, the system generates interactive questions before dynamically adjusting the vehicle's transparency, and dynamically decides whether to enhance transparency based on learner feedback. This mechanism aims to strengthen learners' risk perception and proactive participation while reducing reliance on transparent displays.

[0057] For example, when a target element is obscured, the system generates targeted questions based on the type of the target element (e.g., vehicle, pedestrian, obstacle) to confirm the learner's perception of the obstruction. This encourages learners to actively think about and observe the driving scenario. It tests whether learners are aware of the target element's existence, reinforcing their cognitive abilities. The system automatically triggers questioning logic when the target element is completely or partially obscured. Questioning messages can include: text prompts, such as "There may be a pedestrian in the obscured area ahead. Please confirm whether you have observed them?"; and voice prompts, which announce the type of target element. Learners submit feedback through the simulated system's interactive interface, indicating whether they are aware of the target element's existence. Based on the learner's feedback, the system decides whether to adjust the transparency. Learners submit feedback messages through buttons, touchscreen clicks, voice commands, etc. The system analyzes the feedback in real time. If the learner selects "don't know," the transparency adjustment process is triggered; if they select "know," the current display state is maintained. If the learner reports "currently unaware of the target element," the system considers the learner's understanding of the obscured area insufficient and therefore increases the vehicle's transparency to enhance the visibility of the target element. If the trainee reports "I know the target element," the system keeps the vehicle body opaque, encouraging the trainee to observe and judge independently. The transparency of the vehicle structure is dynamically adjusted, gradually revealing the outline of the target element. The transparency range is set according to the degree of occlusion, ensuring a clear but not overly obtrusive display. If the trainee repeatedly reports "I don't know," auxiliary prompts can be added appropriately, such as displaying a top-down view or playing an audio warning. This transforms the trainee from passive observation to active thinking, stimulating their risk awareness through questioning. Trainees need to actively determine the existence of the target element, promoting the improvement of their observation and cognitive abilities. The system only increases transparency when the trainee genuinely needs assistance, avoiding over-reliance on technological assistance. Trainees gradually develop independent risk assessment and response capabilities. The questioning and feedback mechanism allows the system to more accurately understand the trainee's weaknesses, facilitating personalized adjustments to training content. By actively asking questions and providing feedback, the frequency of transparency adjustments is reduced, allowing more effort to be devoted to the trainee's active perception of the environment.

[0058] In one embodiment, it further includes:

[0059] If the feedback message indicates that the current student is unaware of the target element model, acquire video data of the process by which the target element model moves from the student's visible area into the blind spot.

[0060] Play the video of the process in the driving simulation training interface.

[0061] Understandably, when a trainee reports "unaware of the target element model," the system captures video data of the target element model moving from the visible area into the blind spot and plays this video back to the driving simulation training interface to help the trainee understand the dynamic changes of the target element. This function aims to enhance the trainee's understanding of the target element's behavioral trajectory and the impact of blind spots.

[0062] For example, the system uses data capture in a simulated scenario to record the dynamic process of a target element model gradually moving from the trainee's visible area to the blind spot. This process reflects the target element's movement trajectory, the degree of interference from occluding components, and the spatiotemporal characteristics of entering the blind spot. When the target element enters the blind spot, the system triggers process video recording: first, the visible area is defined as the driver's line of sight (main field of vision and rearview mirror coverage area). Then, the dynamic process is recorded, capturing the target element's movement path, including its entire process from being fully visible to being completely occluded. The video data is stored as short dynamic clips (e.g., 3-5 seconds) for playback. The video playback function serves as an auxiliary feedback mechanism, demonstrating the complete process of the target element moving from the visible area to the blind spot, helping trainees intuitively understand the causes and effects of the blind spot. When the trainee reports "not knowing" about the target element's existence, the video playback function is triggered. Video playback does not affect the real-time progress of the current driving simulation training and can be displayed via split-screen or floating window. The process video can be played as a thumbnail in the upper right or lower left corner of the driving simulation interface. In specific scenarios (such as reversing training), the current simulation can be paused, and the entire video can be played. The trajectory of the target element is marked in the video (using colored lines or arrows). The obscured area and blind spot are highlighted, prompting the learner to pay attention to the cause of the obstruction. Thus, the video playback demonstrates the entire process of the target element gradually being obscured from the visible area, allowing learners to intuitively understand how blind spots form and the movement trajectory of the target element. By annotating the dynamic relationship between the target element and the obstructing component in the video, learners can clearly identify the specific reasons for the blind spot (such as vehicle structure or insufficient rearview mirror viewing angle). If a learner makes an incorrect operation due to not noticing the target element, the video playback can clearly point out the problem, reinforcing risk awareness and experience accumulation.

[0063] According to some embodiments, it also includes:

[0064] Obtain the student's selection instruction for the target vehicle model, the selection instruction including the vehicle type and / or brand model of the vehicle model.

[0065] Understandably, the system allows trainees to select the type and / or brand of the target vehicle model. This allows trainees to choose different vehicle models for simulation training based on their actual needs or preferences. Since different vehicle models may have significantly different blind spot ranges and field of vision characteristics, this feature further enhances the personalization and practicality of the training.

[0066] For example, through an interactive interface or device (such as a touchscreen or voice input), the student submits a vehicle selection command, specifying the type and brand of the simulated vehicle. The system loads the corresponding geometric characteristics, blind spot range, and field of vision parameters based on the selected vehicle model, generating a corresponding training scenario. Vehicle types that students can choose include: sedans (such as compact cars and SUVs), trucks, buses, etc. Different types of vehicles have significantly different blind spot distributions. For example, sedans: blind spots are mainly concentrated on the A-pillar, rear pillar, and rearview mirror; SUVs, due to their taller body, may have larger side and rear blind spots; trucks, with more pronounced forward and side blind spots. Students can further select specific brands and models (such as Toyota Camry and BMW X5). Different models may have unique body geometry designs that affect the blind spot range. An intuitive selection interface (such as a model list or search box) or voice command input (such as "select BMW X5") is provided. Based on the vehicle type and brand model selected by the student, the system loads the corresponding vehicle's geometric model, blind spot parameters, and driving field of vision characteristics from the database. These model data include the dimensions and positions of the vehicle body structure, obstructing components (such as A-pillars, B-pillars, and rearview mirrors), as well as the vehicle's cabin height and driving line-of-sight angle. The database pre-stores the geometric characteristics and blind spot parameters of various vehicle models. Based on the student's selection, the system dynamically loads the corresponding model and adjusts the driving simulation scene. The system loads the 3D model of the vehicle, including details such as the exterior and interior view. The blind spot characteristics of the vehicle are mapped to the driving simulation scene. For example, SUVs have a larger blind spot than sedans, especially to the sides and rear. Trucks have a larger front blind spot, and the blind spot may cover taller targets (such as pedestrians). The loaded model is displayed, allowing the student to confirm their selection. Based on the loaded vehicle model data, the system adjusts the blind spot visualization, transparency enhancement mechanism, and target element display logic of the driving training scene. Different vehicle models have different blind spot characteristics, and the training scene is adjusted accordingly. The blind spot parameters of the selected vehicle model are used to define the obstructed area. For example, compact sedans have a smaller blind spot, mainly concentrated at the front A-pillar and to the sides and rear; trucks have a larger front blind spot and a wider side and rear blind spot. The transparency display is prioritized based on the occluded parts of the vehicle model. For example, in sedan training, adjusting the A-pillar transparency might be the focus. In truck training, enhanced transparency might concentrate on the front blind spot and side blind spots. Different vehicle models may require adjustments to the distribution and position of target elements. For instance, truck training might emphasize the detection of low obstacles in front. SUV training might focus on displaying vehicles approaching rapidly from the side. Thus, learners can choose specific vehicle models for training based on their driving needs (such as the type of vehicle they will be driving). This provides targeted blind spot awareness and driving skill enhancement. Different vehicle models have significantly different blind spot characteristics; this feature helps learners familiarize themselves with the driving characteristics of specific vehicle models. This is especially important for novice drivers, helping them adapt to the vehicles they will be driving in real-world scenarios.By selecting vehicle type and brand, the system can optimize training content to cover various driving scenarios such as reversing, lane changing, and parking. The system can continuously update its database, adding more brands and models to adapt to market demands and technological advancements.

[0067] Please see Figure 2 One embodiment of the driving simulation display management device in this application may include:

[0068] The acquisition unit 201 is used to acquire the position information of the target vehicle model driven by the student and the element models in the driving scenario model when the student is using a terminal device for driving simulation training. The element models are other interactive element models in the driving scenario model other than the target vehicle model driven by the student.

[0069] Calculation unit 202 is used to calculate the positional relationship between the student's field of vision and the element model based on model contour parameters and position information;

[0070] Display unit 203 is used to increase the display transparency of the target vehicle's body structure that occludes the target element model when the target element model is occluded by the body structure of the target vehicle, so that the trainee can observe the target element model under the body structure layer.

[0071] In summary, the driving simulation display management device provided in the above embodiments, when a student is conducting driving simulation training using a terminal device, acquires the positional information of the target vehicle model driven by the student and the element models in the driving scene model. These element models are other interactive element models in the driving scene model besides the target vehicle model driven by the student. Based on model contour parameters and positional information, the device calculates the positional relationship between the student's field of vision and the element models. When a target element model is obscured by the vehicle's body structure, the device increases the display transparency of the vehicle's body structure obscuring the target element model, allowing the student to observe the target element model under the vehicle body structure layer. Thus, by dynamically displaying the vehicle body transparency effect, the driver can intuitively see target elements (such as vehicles, pedestrians, and obstacles) in the blind spot. Students can intuitively understand the blind spot range and its potential risks, cultivating safe driving habits. The simulated transparency adjustment enhances the immersive experience of the scene, allowing students to experience blind spot problems that are difficult to observe in real driving within a virtual environment. Through repeated training and dynamic transparency display, students can grasp the potential dangers in the blind spot and make reasonable predictions and reactions. Visual perception is an important learning method, and transparency processing helps students quickly and accurately understand the impact of the vehicle body structure on their field of vision.

[0072] above Figure 2The driving simulation display management device in this application embodiment has been described from the perspective of modular functional entities. The following is a detailed description of the driving simulation display management device in this application embodiment from the perspective of hardware processing. Please refer to [link / reference]. Figure 3 One embodiment of the driving simulation display management device 300 in this application includes:

[0073] The system includes an input device 301, an output device 302, a processor 303, and a memory 304, wherein the number of processors 303 can be one or more. Figure 3 Taking a processor 303 as an example. In some embodiments of this application, the input device 301, output device 302, processor 303, and memory 304 can be connected via a bus or other means, wherein... Figure 3 Taking the example of a connection between China and Israel via a bus.

[0074] Specifically, by calling the operation instructions stored in memory 304, processor 303 executes the following steps:

[0075] When trainees use terminal devices for driving simulation training, the position information of the target vehicle model driven by the trainee and the element models in the driving scenario model is obtained. The element models are other interactive element models in the driving scenario model other than the target vehicle model driven by the trainee.

[0076] The positional relationship between the student's field of vision and the element model is calculated based on the model contour parameters and positional information.

[0077] If a target element model is obscured by the body structure of the target vehicle, increase the display transparency of the body structure of the target vehicle that is obscuring the target element model so that the trainee can observe the target element model under the body structure layer.

[0078] By calling the operation instructions stored in memory 304, processor 303 is also used to execute... Figure 1 Any of the methods in the corresponding embodiments.

[0079] Please see Figure 4 , Figure 4 A schematic diagram of an embodiment of the electronic system provided in this application.

[0080] like Figure 4 As shown, this application provides an electronic system including a memory 410, a processor 420, and a computer program 411 stored in the memory 420 and executable on the processor 420. When the processor 420 executes the computer program 411, it performs the following steps:

[0081] When trainees use terminal devices for driving simulation training, the position information of the target vehicle model driven by the trainee and the element models in the driving scenario model is obtained. The element models are other interactive element models in the driving scenario model other than the target vehicle model driven by the trainee.

[0082] The positional relationship between the student's field of vision and the element model is calculated based on the model contour parameters and positional information.

[0083] If a target element model is obscured by the body structure of the target vehicle, increase the display transparency of the body structure of the target vehicle that is obscuring the target element model so that the trainee can observe the target element model under the body structure layer.

[0084] In practical implementation, when the processor 420 executes the computer program 411, it can achieve... Figure 1 Any of the corresponding implementation methods in the embodiments.

[0085] Since the electronic system described in this embodiment is the equipment used to implement a driving simulation display management device in the embodiments of this application, those skilled in the art can understand the specific implementation method and various variations of the electronic system in this embodiment based on the method described in the embodiments of this application. Therefore, how the electronic system implements the method in the embodiments of this application will not be described in detail here. Any equipment used by those skilled in the art to implement the method in the embodiments of this application falls within the scope of protection of this application.

[0086] Please see Figure 5 , Figure 5 This is a schematic diagram illustrating an embodiment of a computer-readable storage medium provided in this application.

[0087] like Figure 5 As shown, this embodiment provides a computer-readable storage medium 500 on which a computer program 511 is stored. When the computer program 511 is executed by a processor, it performs the following steps:

[0088] When trainees use terminal devices for driving simulation training, the position information of the target vehicle model driven by the trainee and the element models in the driving scenario model is obtained. The element models are other interactive element models in the driving scenario model other than the target vehicle model driven by the trainee.

[0089] The positional relationship between the student's field of vision and the element model is calculated based on the model contour parameters and positional information.

[0090] If a target element model is obscured by the body structure of the target vehicle, increase the display transparency of the body structure of the target vehicle that is obscuring the target element model so that the trainee can observe the target element model under the body structure layer.

[0091] In practical implementation, when the computer program 511 is executed by the processor, it can achieve the following: Figure 1 Any of the corresponding implementation methods in the embodiments.

[0092] It should be noted that the descriptions of each embodiment in the above embodiments have different focuses. For parts that are not described in detail in a certain embodiment, please refer to the relevant descriptions in other embodiments.

[0093] Those skilled in the art will understand that embodiments of this application can be provided as methods, systems, or computer program products. Therefore, this application can take the form of a completely hardware embodiment, a completely software embodiment, or an embodiment combining software and hardware aspects. Furthermore, this application can take the form of a computer program product embodied on one or more computer-usable storage media (including but not limited to disk storage, CD-ROM, optical storage, etc.) containing computer-usable program code.

[0094] This application is described with reference to flowchart illustrations and / or block diagrams of methods, apparatus (systems), and computer program products according to embodiments of this application. It will be understood that each block of the flowchart illustrations and / or block diagrams, and combinations of blocks in the flowchart illustrations and / or block diagrams, can be implemented by computer program instructions. These computer program instructions can be provided to a processor of a general-purpose computer, special-purpose computer, embedded computer, or other programmable data processing apparatus to produce a machine, such that the instructions, which execute via the processor of the computer or other programmable data processing apparatus, create a machine for implementing the flowchart illustrations. Figure 1 One or more processes and / or boxes Figure 1 A device that provides the functions specified in one or more boxes.

[0095] These computer program instructions may also be stored in a computer-readable storage medium that can direct a computer or other programmable data processing device to function in a particular manner, such that the instructions stored in the computer-readable storage medium produce an article of manufacture including instruction means, which are implemented in a process Figure 1 One or more processes and / or boxes Figure 1 The function specified in one or more boxes.

[0096] These computer program instructions may also be loaded onto a computer or other programmable data processing equipment to cause a series of operational steps to be performed on the computer or other programmable equipment to produce a computer-implemented process, thereby providing instructions that execute on the computer or other programmable equipment for implementing the process. Figure 1 One or more processes and / or boxes Figure 1 The steps of the function specified in one or more boxes.

[0097] This application also provides a computer program product, which includes computer software instructions that, when executed on a processing device, cause the processing device to perform actions such as... Figure 1 The process in the driving simulation display management method in the corresponding embodiment.

[0098] The computer program product includes one or more computer instructions. When the computer program instructions are loaded and executed on a computer, all or part of the processes or functions described in the embodiments of this application are generated. The computer may be a general-purpose computer, a special-purpose computer, a computer network, or other programmable device. The computer instructions may be stored in a computer-readable storage medium or transmitted from one computer-readable storage medium to another. For example, the computer instructions may be transmitted from one website, computer, server, or data center to another website, computer, server, or data center via wired (e.g., coaxial cable, fiber optic, digital subscriber line (DSL)) or wireless (e.g., infrared, wireless, microwave, etc.) means. The computer-readable storage medium may be any available medium that a computer can store or a data storage device such as a server or data center that integrates one or more available media. The available medium may be a magnetic medium (e.g., floppy disk, hard disk, magnetic tape), an optical medium (e.g., DVD), or a semiconductor medium (e.g., solid-state disk (SSD)).

[0099] Those skilled in the art will clearly understand that, for the sake of convenience and brevity, the specific working processes of the systems, devices, and units described above can be referred to the corresponding processes in the foregoing method embodiments, and will not be repeated here.

[0100] In the several embodiments provided in this application, it should be understood that the disclosed systems, apparatuses, and methods can be implemented in other ways. For example, the apparatus embodiments described above are merely illustrative; for instance, the division of units is only a logical functional division, and in actual implementation, there may be other division methods. For example, multiple units or components may be combined or integrated into another system, or some features may be ignored or not executed. Furthermore, the coupling or direct coupling or communication connection shown or discussed may be an indirect coupling or communication connection between apparatuses or units through some interfaces, and may be electrical, mechanical, or other forms.

[0101] The units described as separate components may or may not be physically separate. The components shown as units may or may not be physical units; that is, they may be located in one place or distributed across multiple network units. Some or all of the units can be selected to achieve the purpose of this embodiment according to actual needs.

[0102] Furthermore, the functional units in the various embodiments of this application can be integrated into one processing unit, or each unit can exist physically separately, or two or more units can be integrated into one unit. The integrated unit can be implemented in hardware or as a software functional unit.

[0103] If the integrated unit is implemented as a software functional unit and sold or used as an independent product, it can be stored in a computer-readable storage medium. Based on this understanding, the technical solution of this application, in essence, or the part that contributes to the prior art, or all or part of the technical solution, can be embodied in the form of a software product. This computer software product is stored in a storage medium and includes several instructions to cause a computer device (which may be a personal computer, server, or network device, etc.) to execute all or part of the steps of the methods described in the various embodiments of this application. The aforementioned storage medium includes various media capable of storing program code, such as USB flash drives, portable hard drives, read-only memory (ROM), random access memory (RAM), magnetic disks, or optical disks.

[0104] The above-described embodiments are only used to illustrate the technical solutions of this application, and are not intended to limit them. Although this application has been described in detail with reference to the foregoing embodiments, those skilled in the art should understand that modifications can still be made to the technical solutions described in the foregoing embodiments, or equivalent substitutions can be made to some of the technical features. Such modifications or substitutions do not cause the essence of the corresponding technical solutions to deviate from the spirit and scope of the technical solutions of the embodiments of this application.

Claims

1. A driving simulation display management method, characterized in that, include: When trainees use terminal devices for driving simulation training, the position information of the target vehicle model driven by the trainee and the element models in the driving scenario model is obtained. The element models are other interactive element models in the driving scenario model other than the target vehicle model driven by the trainee. The positional relationship between the student's field of vision and the element model is calculated based on the model contour parameters and positional information. In cases where a target element model is occluded by the body structure of the target vehicle, increase the display transparency of the body structure of the target vehicle that is occluding the target element model so that the trainee can observe the target element model under the body structure layer. Before increasing the display transparency of the target vehicle's body structure that obscures the target element model, the method further includes: Generate a question message, the question message including the type of the target element; Obtain feedback from students; If the feedback message indicates that the current student is unaware of the target element model, increase the display transparency of the target vehicle's body structure that obscures the target element model; If the feedback message indicates that the current student is unaware of the target element model, acquire video data of the process by which the target element model moves from the student's visible area into the blind spot. Play the video of the process in the driving simulation training interface.

2. The method according to claim 1, characterized in that, The element model includes roads, vehicles, pedestrians, obstacles, and traffic signs.

3. The method according to claim 2, characterized in that, Also includes: When an element model is obscured by the body structure of the target vehicle, a top-down view of the positional relationship between the target vehicle and the target element is generated and displayed in the driving simulation training interface.

4. The method according to claim 1, characterized in that, Increasing the display transparency of the target vehicle's body structure that obscures the target element model when the target element model is occluded includes: When the entire outline of a target element model is occluded by the body structure of the target vehicle, increase the display transparency of the body structure of the target vehicle that occludes the target element model.

5. The method according to any one of claims 1-4, characterized in that, Also includes: Obtain the student's selection instruction for the target vehicle model, the selection instruction including the vehicle type and / or brand model of the vehicle model.

6. A driving simulation display management device, characterized in that, The apparatus comprising, using the method as described in any one of claims 1 to 5, includes: The acquisition unit is used to acquire the position information of the target vehicle model driven by the student and the element models in the driving scenario model when the student is using a terminal device for driving simulation training. The element models are other interactive element models in the driving scenario model other than the target vehicle model driven by the student. The calculation unit is used to calculate the positional relationship between the student's field of vision and the element model based on the model contour parameters and position information; The display unit is used to increase the display transparency of the target vehicle's body structure that is obscuring the target element model when the target element model is obscured by the body structure of the target vehicle, so that the trainee can observe the target element model under the body structure layer.

7. An electronic system comprising a memory and a processor, characterized in that, When the processor executes a computer program stored in the memory, it implements the steps of the driving simulation display management method as described in any one of claims 1 to 5.

8. A computer-readable storage medium having a computer program stored thereon, characterized in that: When the computer program is executed by the processor, it implements the steps of the driving simulation display management method as described in any one of claims 1 to 5.

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