In this work, we explore the potential for realistic and accurate generation of hourly traffic volume with machine learning (ML), using the ground-truth data of Manhattan road segments collected by the New York State Department of Transportation (NYSDOT). Specifically, we address the following question– can we develop a ML algorithm…
In this work, we explore the potential for realistic and accurate generation of hourly traffic volume with machine learning (ML), using the ground-truth data of Manhattan road segments collected by the New York State Department of Transportation (NYSDOT). Specifically, we address the following question– can we develop a ML algorithm that generalizes the existing NYSDOT data to all road segments in Manhattan?– by introducing a supervised learning task of multi-output regression, where ML algorithms use road segment attributes to predict hourly traffic volume. We consider four ML algorithms– K-Nearest Neighbors, Decision Tree, Random Forest, and Neural Network– and hyperparameter tune by evaluating the performances of each algorithm with 10-fold cross validation. Ultimately, we conclude that neural networks are the best-performing models and require the least amount of testing time. Lastly, we provide insight into the quantification of “trustworthiness” in a model, followed by brief discussions on interpreting model performance, suggesting potential project improvements, and identifying the biggest takeaways. Overall, we hope our work can serve as an effective baseline for realistic traffic volume generation, and open new directions in the processes of supervised dataset generation and ML algorithm design.
The process of learning a new skill can be time consuming and difficult for both the teacher and the student, especially when it comes to computer modeling. With so many terms and functionalities to familiarize oneself with, this task can be overwhelming to even the most knowledgeable student. The purpose…
The process of learning a new skill can be time consuming and difficult for both the teacher and the student, especially when it comes to computer modeling. With so many terms and functionalities to familiarize oneself with, this task can be overwhelming to even the most knowledgeable student. The purpose of this paper is to describe the methodology used in the creation of a new set of curricula for those attempting to learn how to use the Dynamic Traffic Simulation Package with Multi-Resolution Modeling. The current DLSim curriculum currently relates information via high-concept terms and complicated graphics. The information in this paper aims to provide a streamlined set of curricula for new users of DLSim, including lesson plans and improved infographics.
