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THE EDUCATIONAL EFFECTS OF A MULTISTATION, MOTION PICTURE, ELECTRONIC DRIVING SIMULATOR WERE STUDIED. THE SIMULATOR PROVIDED IMMEDIATE KNOWLEDGE OF RESULTS (FEEDBACK) USEFUL FOR ADJUSTING STUDENT DRIVING BEHAVIORS. THE STUDY INCLUDED 400 HIGH SCHOOL STUDENTS, RANDOMLY ASSIGNED TO EITHER AN EXPERIMENTAL OR A CONTROL GROUP. FOUR INSTRUCTORS TAUGHT 50 STUDENTS EACH IN THE EXPERIMENTAL GROUP AND IN THE CONTROL GROUP. EXPERIMENTAL SESSIONS WERE SUBDIVIDED INTO TWO APPROACHES--(1) NONINTEGRATED, IN WHICH ALL SIMULATED INSTRUCTION WAS COMPLETED BEFORE THE DUAL-CONTROL CAR LESSONS BEGAN, AND (2) INTEGRATED, IN WHICH THE SIMULATOR AND DUAL-CONTROL CAR LESSONS WERE INTERWOVEN. THE CONTROL SESSIONS OFFERED NO SIMULATOR TRAINING. PRECOURSE TESTS WERE USED TO ASSESS INTELLIGENCE, ATTITUDES, AND DRIVING KNOWLEDGE. THE DRIVING KNOWLEDGE AND ATTITUDE INSTRUMENTS WERE ADMINISTERED AGAIN AT COURSE END. INTEGRATED PROCEDURES WERE SIGNIFICANTLY BETTER FOR PREPARING STUDENTS FOR FINAL DUAL-CONTROL CAR TRAINING. THERE WERE NO SIGNIFICANT DIFFERENCES ON TESTS FOR STATE DRIVERS LICENSES OR ON FOLLOWUP TRAFFIC ACCIDENT OBSERVATIONS. ATTITUDES ESTABLISHED WITH THE INTEGRATED PROCEDURE WERE NOT SIGNIFICANTLY DIFFERENT FROM THOSE ESTABLISHED WITH NONINTEGRATED OR CONTROL PROCEDURES. FINDINGS WERE TABULATED AND PRESENTED WITH CONCLUSIONS AND IMPLICATIONS FOR EDUCATION AND RESEARCH. (WN)