Training interventions are only effective on careful drivers,not careless drivers

Drivers aged 16–24 are overrepresented in fatal crashes compared to middle-aged, more experienced drivers. This age-related difference in crash rates partly arises from younger drivers’ poorer performance on three cognitive skills known to be related to crash involvement: hazard anticipation, hazard mitigation and attention maintenance. Training programs have been shown effective at improving these skills within a short period of time. However, young drivers are not homogenous and they have different driving styles. The driving styles can interact with driving skills by influencing both their acquisition and, once acquired, their execution. A study was undertaken on a driving simulator to determine whether the effectiveness of an already existing training program aimed at improving the three above mentioned skills is moderated by driving style. In particular, drivers were classified as either careful or careless drivers based both on their scores on measures designed to evaluate two general traits relevant to discriminating between careful and careless drivers (sensation seeking and aggressiveness) as well as on their scores designed to evaluate driving specific behaviors that discriminate between careful and careless drivers (aggressive driving behaviors and driving violations and errors). It was found that training improved the hazard anticipation and attention maintenance performance of only the careful drivers, not the careless drivers.     

Cognitive function and young drivers: The relationship between driving,attitudes, personality and cognition

Young drivers (aged 17–25 years) are the highest risk age group for driving crashes and are over-represented in car crash statistics in Australia. A relationship between cognitive functioning and driving in older drivers (60 years and older) has been consistently supported in previous literature, however, this relationship has been neglected in research regarding younger drivers. The role of cognitive functioning in young people’s driving was investigated both independently and within a current model of younger peoples driving performance. With young drivers as participants, driving behaviour, attitudes, personality and cognitive functioning were tested and driving performance was operationalised through two measures on a driving simulator, speeding and lane deviations. Cognitive functioning was found to contribute to driving behaviour, along with driving attitudes and personality traits, in accounting for young people’s driving performance. The young drivers who performed better on cognitive functioning tasks engaged in less speeding behaviour and less lane deviation on the driving simulator than those who performed worse on these tasks. This result was found independent of the role of driving behaviour, driving attitudes and personality traits, accounting for unique variance in driving ability.     

Impact of Relevance and Distraction on Driving Performance and Visual Attention in a Simulated Driving Environment

Previous demonstrations of the impact of cellular phone conversations on visual attention when driving have primarily focused on attention to stimuli that are not relevant to driving. In contrast, we used a driving simulator and eye tracking to examine attention allocation across driving‐relevant and driving‐irrelevant items in the environment depending on whether drivers were distracted. Performance measures indicated that distraction negatively impacted vehicle control. However, driving relevance and the presence of distraction did not interact, suggesting that participants responded to potential hazards similarly in driving‐only and distraction conditions. In contrast, eye movement results indicated an interaction between distraction and relevance. Drivers attended more to driving‐relevant objects, and these objects showed smaller decrements in number of gazes in the distraction condition, compared with less relevant items. Even under distraction conditions, experienced drivers continued to attend to potential hazards, allocating less attention to billboards and roadway signage. Copyright © 2013 John Wiley & Sons, Ltd.     

A cross-cultural comparison of where drivers choose to look when viewing driving scenes

A substantial proportion of road accidents occur as a result of drivers having poor or insufficient visual search strategies. However, the majority of research into drivers visual search comes from high income Western countries where roads are relatively safe, with less being known about the visual search of drivers from non-western, low and middle income countries with much higher crash rates. This is despite the fact that cross-cultural studies have shown differences in visual search outside of driving between Western and Eastern individuals. The current study aimed to see whether these differences were present in driving by asking UK and Malaysian drivers to select where they would look when viewing images of roads from the perspective of a driver. Results showed that all drivers selected a similar number of focal objects, however there was a difference in the type of background information drivers chose to attend to, with Malaysian drivers selecting more task irrelevant information at the expense of task relevant information. Results suggest that there are cultural differences in what drivers choose to attend to which may contribute to the increased crash rate amongst drivers from low and middle income countries.     

The relations between specific measures of simulated driving ability and functional ability: New insights for assessment and training programs of older drivers

To gain new insights for driving assessment and training, this study had two objectives: (1) to investigate the relations between specific measures of older drivers’ driving ability and demographic/functional ability measures, and (2) to verify the explained variance of these relations to determine the strength of these relations. A sample of 55 older drivers (mean age 76 years) completed a set of functional ability tests as well as a driving simulator test. Results indicate that (1) each specific driving measure is related to a specific set of functional abilities, and (2) only a small proportion of the variability observed in the specific driving measures is explained by demographic variables (3–15%) and by functional abilities (7–36%). For driving assessment programs, it will be necessary to assess several functional abilities to cover the complexity of the driving task. Furthermore, an assessment program focusing solely on demographic and/or functional ability measures, will not be successful in discriminating safe from unsafe older drivers. For driving training programs, it will be necessary to focus on the right set of functional abilities given that specific driving measures are related to different functional abilities. Moreover, a training targeting functional abilities might only have marginal effects on driving ability, given the relatively low amount of driving ability variance that is explained by functional abilities.     

Driving simulator validation with hazard perception

How should we assess the comparability of driving on a road and “driving” in a simulator? If similar patterns of behaviour are observed, with similar differences between individuals, then we can conclude that driving in the simulator will deliver representative results and the advantages of simulators (controlled environments, hazardous situations) can be appreciated. To evaluate a driving simulator here we compare hazard detection while driving on roads, while watching short film clips recorded from a vehicle moving through traffic, and while driving through a simulated city in a fully instrumented fixed-base simulator with a 90 degree forward view (plus mirrors) that is under the speed/direction control of the driver. In all three situations we find increased scanning by more experienced and especially professional drivers, and earlier eye fixations on hazardous objects for experienced drivers. This comparability encourages the use of simulators in drivers training and testing.     

A method to improve the hazard perception of young novice drivers based on Bandura’s observational learning theory: Supplement to expert commentary training

Compared with experienced drivers, young novice drivers are more likely to have traffic accidents. The main reasons are that they lack experience, their hazard perception is weak, and their visual search strategy is underdeveloped. Research shows that hazard perception training can improve the visual search strategy of young novice drivers and enhance their hazard perception ability. We propose that a driver's visual search behaviour, like any other action, can be developed by observing the behaviour of a role model. In an experiment based on a driving simulator, we clustered the visual search paths of 20 experienced drivers, selected the drivers with the best visual search behaviour, and obtained visual search path video footage to produce hazard perception training videos. Using these videos, we applied Bandura’s observation learning theory to train 20 young novice drivers. We call this approach “training based on experienced drivers' performance”. To determine the effects of training based on experienced drivers' performance, 20 young novice drivers were given the usual expert commentary training, and 20 young drivers were given no training. The results showed that training based on experienced drivers' performance and expert commentary training had positive effects on the average speed of young novice drivers through hazard sections. Compared with untrained young novice drivers, trained young novice drivers decreased their speed in response to dangerous road sections. Compared with young novice drivers who received expert commentary training and those who did not receive training, young novice drivers who received training based on experienced drivers' performance showed significant improvements in visual search. These results suggest that training based on experienced drivers' performance can help young novice drivers improve their hazard perception, especially in visual aspects. This training method can complement existing training methods for young novice drivers.     

Driving errors,estimated performance and individual characteristics under simulated and real road traffic conditions – A validation study

BackgroundThe suitability of driving simulators for the prediction of driving behaviour in road traffic has been able to be confirmed in respect of individual assessment parameters. However, there is a need for overarching approaches that take into account the interaction between various influencing factors in order to establish proof of validity. The aim of this study was to explore the validity of our driving simulator in respect of its ability to predict driving behaviour based on participants‘ observed driving errors and driver’s individual characteristics.Method41 healthy participants were assessed both in a Smart-Realo-Simulator and on the road. By means of linear modelling, the correlation between observed driving errors was investigated. In addition, the influence of self-reported and externally assessed driving behaviour as well as individual parameters (education and training; driving history) were analysed.ResultsBy including these factors, 58% of the variance could be explained. For observed driving errors, a relative validity was established. For self-reported and externally assessed driving behaviour, an absolute to relative validity emerged. The amount of time spent in education and training proved to have a significant influence on driving performance in the simulator, but not on the road.DiscussionIn general, our results confirmed the validity of our driving simulator with regard to observed and self-reported driving behaviour. It emerged that education and training as potential indicators of cognitive resources played a differential role regarding the study conditions. Since real road driving is considerably automated in experienced drivers, this result suggests that simulation-related behavioural regulation is challenged by additional cognitive demands as opposed to behavioural regulation extending to real road driving. However, the source of these additional cognitive demands remains currently elusive and may form the subject of future research.     

Developing human-machine trust: Impacts of prior instruction and automation failure on driver trust in partially automated vehicles

To prompt the use of driving automation in an appropriate and safe manner, system designers require knowledge about the dynamics of driver trust. To enhance this knowledge, this study manipulated prior information of a partial driving automation into two types (detailed and less) and investigated the effects of the information on the development of trust with respect to three trust attributions proposed by Muir (1994): predictability, dependability, and faith. Furthermore, a driving simulator generated two types of automation failures (limitation and malfunction), and at six instances during the study, 56 drivers completed questionnaires about their levels of trust in the automation. Statistical analysis found that trust ratings of automation steadily increased with the experience of simulation regardless of the drivers’ levels of knowledge. Automation failure led to a temporary decrease in trust ratings; however, the trust was rebuilt by a subsequent experience of flawless automation. Results showed that dependability was the most dominant belief of drivers’ trust throughout the whole experiment, regardless of their knowledge level. Interestingly, detailed analysis indicated that trust can be accounted by different attributions depending on the drivers’ circumstances: the subsequent experience of error-free automation after the exposure to automation failure led predictability to be a secondary predictive attribution of drivers’ trust in the detailed group whilst faith was consistently the secondary contributor to shaping trust in the less group throughout the experiment. These findings have implications for system design regarding transparency and for training methods and instruction aimed at improving driving safety in traffic environments with automated vehicles.     

Driving simulation sickness and the sense of presence: Correlation and contributing factors

Driving simulators are useful and effective tools for conducting studies in the field of traffic safety. Simulation sickness (SS) and the sense of presence (SP) are two well-known factors that could affect the results of the driving simulator experiments. This study investigated the relationship between SP and SS in a medium-fidelity driving simulator. Additionally, the impact of the road environment (urban arterials or rural expressways) on these subscales was investigated. Data was collected by means of self-reported questionnaires, which were conducted after the participants have driven the simulation scenarios in a fixed-base medium-fidelity driving simulator. A total of 125 drivers participated in this study. Results showed that females reported significantly higher SS scores than males. An increasing trend in the SS was observed with the increase of age. Importantly, designing buildings that replicate a real-world environment could increase SP and decrease SS. Moreover, designing high quality and resolution scenarios could also increase SP, thus decreasing the severity of SS symptoms. The results of this study can help researchers using medium-fidelity driving simulators to know the influencing factors for each subscale of SP on SS. Adjustments in the driving simulator and scenario settings as well as additional training exercises for higher speed scenarios can be beneficial in reducing the severity of SS.     

Road safety education for older drivers: Evaluation of a classroom-based training initiative

Around the world, a growing proportion of drivers are aged 70 or over. Although accident rates for older drivers are lower than for young or novice drivers, increased frailty and slowed reactions mean that older drivers are at higher risk of death or serious injury when involved in a road collision. The objectives of this study were to: (a) identify driving knowledge and self-regulatory strategies among a group of older drivers with a view to planning future on-road training; (b) measure driver self-assessments of ability and confidence before and after classroom training delivered by driving instructors; (c) evaluate the utility and acceptability of training courses for older drivers using questionnaires and focus groups; d) examine the characteristics of course participants.142 drivers aged ≥75 completed a two-hour classroom-based driving course and took part in the evaluation: 94 aged 75–79, 48 aged ≥80, 68% male. Main reasons for taking part were to update knowledge, improve driving and check they were safe to drive. Results showed that females were more likely than males to avoid driving in difficult conditions (at night, in bad weather, unfamiliar roads). More drivers aged 75–79 said they did not restrict their driving (52, 57%) compared to drivers aged ≥80 (19, 43%). Pre-course, males rated their driving confidence and ability significantly higher than females. Post-course, self-ratings of confidence and ability were unchanged for 76 (60%) drivers. However, two-thirds reported improved knowledge and 80% said they would change their driving behaviour as a result of the course. Focus group results suggest that competent drivers are more likely to attend educational courses than unsafe drivers. This study provides preliminary evidence that classroom-based training can initiate behaviour change among older drivers. Future research will examine the effectiveness of on-road training in this age group.     

The impact of leaving a voicemail,environment familiarity,and pedestrian predictability on driving behavior

Talking on a cell phone can impair driving performance, but the dynamics of this effect are not fully understood. We examined the effects of leaving a voicemail message on driving when there are critical driving targets to attend to (crosswalks and pedestrians). Participants engaged in an ecologically-valid “voicemail” task while navigating a virtual environment using a driving simulator. We also examined the potential weakening or strengthening of effects of leaving a voicemail message on driving as the familiarity and predictability of critical targets changed. Participants completed four experimental runs through the same driving environment in a driving simulator. There were two crosswalks, one with a pedestrian entering the roadway and one without a pedestrian and the location of the pedestrian was predictable (the same pedestrian consistently used the same crosswalk) for the first three runs and then unpredictable for the fourth. Half of the participants left voicemail messages using a hands-free headset, while the other half drove in silence. Leaving a voicemail message increased steering deviation and velocity. Drivers who were leaving a voicemail message decelerated for pedestrians in the roadway to a similar speed as drivers who were not leaving a voicemail message, but they were delayed in braking. Drivers who were leaving a voicemail message also had worse memory for roadway landmarks. These effects were relatively stable across runs through the same driving environment, suggesting that familiarity and predictability did not impact the effects of leaving a voicemail message while driving. Therefore, leaving a voicemail message leads to poorer driving behavior; faster speed, variable steering, and worse memory for roadway landmarks. Interestingly, although drivers who were leaving a voicemail message were slower to react to local targets, they slowed as much as drivers who were not leaving a voicemail message and familiarity with the driving environment did not impact the effects of leaving a voicemail message on driving.     

Comparative assessment of the behaviour of drivers with Mild Cognitive Impairment or Alzheimer’s disease in different road and traffic conditions

The objective of this research was the analysis of the driving performance of drivers with Mild Cognitive Impairment (MCI) or Alzheimer’s disease (AD), in different road and traffic conditions, on the basis of a driving simulator experiment. In this experiment, healthy “control” drivers, patients with MCI, and patients with AD, drove at several scenarios at the simulator, after a thorough neurological and neuropsychological assessment. The scenarios include driving in rural and urban areas in low and high traffic volumes. The driving performance of healthy and impaired drivers was analysed and compared by means of Repeated Measures General Linear Modelling techniques. A sample of 75 participants was analysed, out of which 23 were MCI patients and 14 were AD patients. Various driving performance measures were examined, including longitudinal and lateral control measures. The results suggest that the two examined cerebral diseases do affect driving performance, and there were common driving patterns for both cerebral diseases, as well as particular characteristics of specific pathologies. More specifically, cognitively impaired drivers drive at lower speeds and with larger headway compared to healthy drivers. Moreover, they appear to have difficulties in positioning the vehicle on the lane. The group of patients had difficulties in all road and traffic environments, and especially when traffic volume was high. Most importantly, both cerebral diseases appear to significantly impair reaction times at incidents. The results of this research suggest that compensatory behaviours developed by impaired drivers are not adequate to counterbalance the direct effects of these cerebral diseases on driving skills. They also demonstrate that driving impairments increase as cognitive impairments become more severe (from MCI to AD).     

A comparison of motivational and informational contexts for improving eco-driving performance

Eco-driving, the practice of operating a vehicle with environmentally friendly objectives, has been the focus of an increasing number of driving studies over the past decade, as new forms of vehicle automation and more driver-centric feedback continually emerge. Common benefits range from reducing carbon footprints and emissions to better fuel economy. Studies have also examined the effectiveness of in-vehicle assistance devices and training or education programs for commercial and passenger vehicle operators. Eco-driving strategies in general show significantly smaller impacts in the field relative to their laboratory counterparts. This study further builds on this past work by comparing and disentangling the effects from motivational contexts, for example a competition with prizes, with the effects of informational context, such as tutorials for drivers. To investigate this comparison, laboratory experiments are conducted using a commercial vehicle simulator. The results suggest that motivational contexts are more effective at encouraging eco-driving relative to informational contexts. Furthermore, incentives within competitive contexts had similar positive impacts on reducing carbon dioxide emissions and improving fuel efficiency as experiencing a tutorial on eco-driving. One possible explanation is that drivers have gained knowledge on how to operate vehicles with an eco-driving objective through their driving experience. This result further suggests that with respect to effectively encouraging eco-driving, targeting experienced drivers through a competition is better than presenting information or a tutorial.     

Can infrastructure improvements mitigate unsafe traffic safety culture: A driving simulator study exploring cross cultural differences

This paper presents the results of a cross-cultural study to investigate the influence of traffic safety culture and infrastructure improvements on driver behaviour. To achieve this, the driving style of UK drivers was compared with that of Nigerians with and without experience of driving in the UK. A driving simulator experiment compared the actual driving style of these three groups of drivers in different safety critical scenarios. The simulated road environment varied depending on how much infrastructure was provided (low or high infrastructure). In addition, the Driver Behaviour Questionnaire was used to collect self-reported data on violations, errors and lapses. It was hypothesised that Nigerian drivers with no experience of driving in a UK road system would report and engage in more unsafe driving behaviour compared to the other two groups, and that increasing infrastructure would have little positive benefit. Overall, the results supported these hypotheses, indicating that the behaviours of drivers are interpretable in relation to their traffic safety culture, compared to changes in their driving environment.     

Exploring the ability to identify visual search differences when observing drivers’ eye movements

How can we improve learner drivers’ visual skills? Much research has demonstrated that learner drivers have an impoverished spread of search during driving and that this is partly due to lack of knowledge of where and when to look, rather than simply an issue of cognitive load. Several training interventions have tried to improve scanning in these drivers with limited success. We propose that exposing drivers to examples of good and bad scanning behaviour may prove to be a useful tool in training visual search. The success of this approach, however, requires drivers to be able to distinguish between examples of good and bad scanning. To this end, two studies were undertaken where video clips of simulated driving with an overlaid eye movement trace were presented to participants who had to judge whether the eye movements were that of a learner driver or a driving instructor. Overall, participants found this discrimination task very difficult. However, the findings suggested that novice and learner drivers were able to correctly classify those eye movement traces of other learner drivers better than chance. It was also demonstrated that the ability to distinguish between the eye movements of learner drivers and driving instructors improved as the number of objective differences between the two groups increased across specific scenarios (as determined by frame-by-frame analysis using a priori categories). The results suggest that, under certain situations, drivers can extract information about the appropriateness of a particular scanning strategy just by watching a video of the eye movement trace. The implications for training interventions are discussed.     

Distraction while driving: The case of older drivers

As the impairment of older drivers is especially found in perception and attention, one could assume that they are especially prone to distraction effects of secondary tasks performed while driving. The aim of the study was to examine the effect of age on driving performance as well as the compensation strategies of older drivers under distraction. 10 middle-aged and 10 older drivers drove in a simulator with and without a secondary task. To assess driving performance the Lane Change Task (Mattes, 2003) was used. This method aims at estimating driver demand while a secondary task is being performed, by measuring performance degradation on a primary driving-like task in a standardized manner. The secondary task – a self-developed computer-based version of “d2 Test of Attention” was presented both with and without time pressure. The results show that older participants’ overall driving performance (mean deviation from an ideal path) was worse in all conditions as compared to the younger ones. With regard to lane change reaction time both age groups were influenced by distraction in a comparable manner. However, when the lane keeping performance (standard deviation of the lateral position) was examined, the older participants were more affected than the younger ones. This pattern could be explained by compensation strategies of the older drivers. They focused on the most relevant part of the driving task, the lane change manoeuvres and were able to maintain their performance level in a similar way as did younger drivers. The driving performance of the older participants was not additionally impaired when the secondary task imposed time pressure. Overall, subjective rating of driving performance, perceived workload and perceived distraction was found to be similar for both age groups. The observed trends and patterns associated with distraction while driving should contribute to the further research or practical work regarding in-vehicle technologies and older drivers.     

The relationship between cognitive function and hazard perception in younger drivers

Driving is a complex task; with research suggesting cognitive function plays a significant role in driver behaviour. Recent studies have investigated the role of cognitive function in younger drivers who are experiencing brain maturation and are over-represented in crash statistics. Emerging evidence suggests poor cognitive functioning is one explanation for this high crash risk. For younger drivers, the relationship between cognitive function and driving ability has been consistently shown for speeding and lane deviations. However, the driving skill most consistently linked to crash involvement is hazard perception, which is the ability to anticipate and respond to potentially dangerous traffic situations. The aim of this study was to investigate the cognitive correlates of hazard perception in younger drivers. Seventy-nine undergraduate students completed a hazard perception test and a battery of cognitive tests that have previously demonstrated a relationship with safe driving. The newly created hazard perception test measured accuracy of hazard identification, response times when anticipating the hazard, and response times when taking action to avoid the hazard. Hazard perception accuracy was significantly related to visuo-spatial skills, executive functioning and global cognitive status. Anticipation response times were significantly related to inhibitory control, with no significant relationship found between cognitive function and action response times. These findings are discussed in line with limitations in the study. Future research into the role of specific cognitive domains could lead to the enhancement of hazard perception testing for licensing with cognitive training and assessment, with the potential to reduce the crash risk of vulnerable younger drivers.     

Mapping drivers’ mental models of adaptive cruise control to performance

Driver support features (DSF) have the potential to improve safety, but they also change the driver-vehicle relationship —as well as their respective roles and responsibilities. To maximize safety, it is important to understand how drivers’ knowledge and understanding of these technologies—referred to as drivers’ mental models—impact performance and safety. This simulator study examined how drivers with different mental models of adaptive cruise control performed in edge cases. The study compared the responses of groups of drivers, with strong and weak mental models of ACC, established through a combination of screening, training, and exposure, in edge case situations in a high-fidelity driving simulator. In general, participants with strong mental models were faster than those with weak mental models to respond in edge-case situations—defined as cases where the ACC did not detect an approaching object, such as a slow-moving motorcycle. The performance deficits observed for drivers with weak mental models appear to reflect uncertainty surrounding how ACC will behave in edge cases.     

Associations between self-reported mindfulness,driving anger and aggressive driving

Anger and aggression on the roads is associated with how drivers evaluate the driving situation and the behaviour of other drivers. Consequently, both can be exacerbated when these evaluations are made superficially and/or when drivers have pre-existing negative schemas regarding certain types of road situations or users. Mindfulness is likely to have negative associations with anger and aggression because it promotes opposing appraisals. That is, it encourages emotion-regulation and involves acceptance of, but not reaction to, the current situation. To examine these associations, a total of 309 drivers responded to an online questionnaire assessing mindfulness, driving anger and aggressive driving. The results showed that mindfulness shared negative relationships with driving anger and self-reported aggressive driving. However, when these relationships were examined simultaneously using Structural Equation Modelling, mindfulness was found to relate only to anger and this, in turn, predicted aggressive driving. Further analysis showed that driving anger mediates the relationship between mindfulness and aggressive driving. These results suggest that mindfulness training may provide a promising intervention for drivers prone to driving anger and subsequent aggression.