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To solve the problems of congestion and accident risk when multiple vehicles merge into the merging area of a freeway, a platoon split collaborative merging (PSCM) method was proposed for an on-ramp connected and automated vehicle (CAV) platoon under a mixed traffic environment composed of human-driving vehicles (HDV) and CAVs. The PSCM method mainly includes two parts: merging vehicle motion control and merging effect evaluation. Firstly, the collision avoidance constraints of merging vehicles were analyzed, and on this basis, a following–merging motion rule was proposed. Then, considering the feasibility of and constraints on the stability of traffic flow during merging, a performance measurement function with safety and merging efficiency as optimization objectives was established to screen for the optimal splitting strategy. Simulation experiments under traffic demand of 1500 pcu/h/lane and CAV ratios of 30%, 50%, and 70% were conducted respectively. It was shown that under the 50% CAV ratio, the average travel time of the on-ramp CAV platoon was reduced by 50.7% under the optimal platoon split strategy compared with the no-split control strategy. In addition, the average travel time of main road vehicles was reduced by 27.9%. Thus, the proposed PSCM method is suitable for the merging control of on-ramp CAV platoons under the condition of heavy main road traffic demand.

Creating shared representations can foster knowledge acquisition by elementary school students by promoting active integration and translation of new information. In this study, we investigate to what extent awareness support and scripting facilitate knowledge construction and discourse quality of elementary school students ( n  = 94) in a computer-supported collaborative drawing scenario. Students in the awareness condition received feedback prompts based on the characteristics of their drawing. The script foresaw a sequence of creating, comparing, discussing, and merging individual drawings to arrive at a shared representation of the subject matter, which was photosynthesis. Both forms of support, (awareness and scripting) facilitated the learning processes and outcomes. Discourse analysis revealed that awareness and scripting increased (the share of) integrative and conflict-oriented consensus-building activities as well as (the share of) off-task and coordination-related activities in comparison to the control group. Awareness and scripting facilitated deeper understanding of the processes and relations of domain concepts. The scripted students acquired significantly more conceptual knowledge than the unscripted students.