ABSTRACT
BACKGROUND: Approximately 1.35 million people worldwide are killed in road accidents every year. Mandatory first aid training for learner drivers has been introduced in some European countries but no such requirements are in effect in Australia. The current study aimed to pilot and evaluate a first aid eLearning program for Australian learner drivers undertaking their mandated supervised driving hours. METHODS: A total of 103 participants (M age = 20.57; 52.4% female, 96% completion rate) responded to an online survey immediately before and two weeks after completing the Learner Driver First Aid program. Participants completed measures of first aid self-efficacy, first aid knowledge, and attitudes towards first aid, and provided qualitative feedback on the program. Paired samples t-tests and Mann-Whitney U tests assessed improvements in first aid self-efficacy, knowledge, and attitudes, and qualitative feedback were analysed thematically. RESULTS: Participants showed significant pre-post program improvements in first aid self-efficacy (p < .001) and first aid knowledge (p < .001); however, there were no significant changes in attitudes towards first aid (p = .028). Self-efficacy and knowledge improvements were significantly greater for those without prior first aid training (p < .001). Participants rated the usability of the online program favourably and most (93.2%) were satisfied or extremely satisfied with the program. Qualitative feedback suggested participants found the program to be accessible and interactive but noted concerns about the transfer of skills to the real-world context. CONCLUSIONS: The findings provide support for the efficacy of online first aid training for Australian learner drivers. However, further improvements to the eLearning program based on participant feedback should be considered. This study recommends the Learner Driver First Aid program be refined and rolled out to the Australian public.
Subject(s)
Automobile Driving , First Aid , Health Knowledge, Attitudes, Practice , Self Efficacy , Humans , Female , Male , Pilot Projects , Young Adult , Automobile Driving/education , Australia , Adult , Adolescent , Program Evaluation , Surveys and Questionnaires , Computer-Assisted Instruction/methodsABSTRACT
BACKGROUND: Reports of children's engagement in active transportation outline low participation rates in many countries despite many associated mental, physical, and social health benefits. One of the main contributors to this phenomenon is a cited lack of education and knowledge among children regarding active travel (AT), specifically road safety. To address this issue, the aim of this study was to evaluate the feasibility and effectiveness of an online road safety education intervention to promote AT among children and their parents. METHODS: Applying the Multiphase Optimization Strategy (MOST) for intervention development, implementation, and evaluation, we designed and assessed a four-module online road safety education intervention with a sample of 57 parent-child dyads using a 23 factorial design featuring both qualitative and quantitative analyses. RESULTS: Main intervention feasibility findings include positive and critical feedback on the program's content and design, and moderate participant engagement as reflected by program retention and completion rates. With respect to the preliminary intervention effectiveness on children, a significant improvement in road safety knowledge scores was observed for groups that feature the "wheeling safety and skills" module. Slight improvements in AT knowledge scores across all the intervention groups were observed, but were not of significance. Preliminary intervention effectiveness on select parental AT practices and perceptions saw significant improvements in some groups. Groups that featured the 'wheeling safety and skills' module exhibited significantly higher guided choice scores upon completion of the program than those who did not receive this component. CONCLUSION: The MOST framework allowed us to design and evaluate the feasibility and preliminary effectiveness of an online road safety education intervention. The developed intervention has demonstrated that it has the potential to improve children's road safety knowledge and some areas of parental AT practices and perceptions, to which improvements may be attributed to the inclusion of the "wheeling safety and skills" module, suggesting that the targeted focus on cycling skills is a prioritized area. AT programming and practice implications are discussed. Future research is encouraged to refine modules to better reflect the priorities of children and parents and to test these refined components among larger samples. WORD COUNT: 9,391 (excludes abstract, tables, figures, abbreviations, and references).
Subject(s)
Feasibility Studies , Parents , Safety , Humans , Pilot Projects , Child , Male , Female , Parents/education , Parents/psychology , Adult , Program Evaluation , Accidents, Traffic/prevention & control , Health Education/methods , Automobile Driving/education , AdolescentABSTRACT
Variable speed limit (VSL) control benefits freeway operations through dynamic speed limit adjustment strategies for specific operation scenarios, such as traffic jams, secondary crash prevention, etc. To develop optimal strategies, deep reinforcement learning (DRL) has been employed to map the traffic operation status to speed limits with the corresponding control effects. Then, VSL control strategies were obtained based upon memories of these complex mapping relationships. However, under multi-scenario conditions, DRL trained VSL faces the challenge of performance decay, where the control strategy effects drop sharply for early trained "old scenarios". This so-called scenario forgetting problem is attributed to the fact that DRL would forget the learned old scenario mapping memories after new scenario trainings. To tackle this issue, a continual learning approach has been introduced in this study to enhance the multi-scenario applicability of VSL control strategies. Specifically, a gradient projection memory (GPM) based neural network parameter updating method was proposed to keep the mapping memories of old scenarios during new scenario trainings by imposing constraints on the direction of gradient updates for new tasks. The proposed method was evaluated using three typical freeway operation scenarios developed in the simulation platform SUMO. Experimental results showed that the continual learning approach has substantially reduced the performance decay in old scenarios by 17.76% (valued using backward transfer metrics). Furthermore, the multi-scenario VSL control strategies successfully reduced the speed standard deviation and average travel time by 28.77% and 7.25% respectively. Moreover, the generalization of the proposed continual learning based VSL approach were evaluated and discussed.
Subject(s)
Accidents, Traffic , Automobile Driving , Humans , Automobile Driving/education , Automobile Driving/psychology , Accidents, Traffic/prevention & control , Deep Learning , Neural Networks, Computer , Computer Simulation , Environment Design , Reinforcement, PsychologyABSTRACT
BACKGROUND: Hazard perception (HP) has been argued to improve with experience, with numerous training programs having been developed in an attempt to fast track the development of this critical safety skill. To date, there has been little synthesis of these methods. OBJECTIVE: The present study sought to synthesise the literature for all road users to capture the breadth of methodologies and intervention types, and quantify their efficacy. DATA SOURCES: A systematic review of both peer reviewed and non-peer-reviewed literature was completed. A total of 57 papers were found to have met inclusion criteria. RESULTS: Research into hazard perception has focused primarily on drivers (with 42 studies), with a limited number of studies focusing on vulnerable road users, including motorcyclists (3 studies), cyclists (7 studies) and pedestrians (5 studies). Training was found to have a large significant effect on improving hazard perception skills for drivers (g = 0.78) and cyclists (g = 0.97), a moderate effect for pedestrians (g = 0.64) and small effect for motorcyclists (g = 0.42). There was considerable heterogeneity in the findings, with the efficacy of training varying as a function of the hazard perception skill being measured, the type of training enacted (active, passive or combined) and the number of sessions of training (single or multiple). Active training and single sessions were found to yield more consistent significant improvements in hazard perception. CONCLUSIONS: This study found that HP training improved HP skill across all road user groups with generally moderate to large effects identified. HP training should employ a training method that actively engages the participants in the training task. Preliminary results suggest that a single session of training may be sufficient to improve HP skill however more research is needed into the delivery of these single sessions and long-term retention. Further research is also required to determine whether improvements in early-stage skills translate to improvements in responses on the road, and the long-term retention of the skills developed through training.
Subject(s)
Accidents, Traffic , Automobile Driving , Humans , Accidents, Traffic/prevention & control , Automobile Driving/education , Automobile Driving/psychology , Motorcycles , Bicycling , Perception , Safety , PedestriansABSTRACT
Modern vehicles are vulnerable to cyberattacks and the consequences can be severe. While technological efforts have attempted to address the problem, the role of human drivers is understudied. This study aims to assess the effectiveness of training and warning systems on drivers' response behavior to vehicle cyberattacks. Thirty-two participants completed a driving simulator study to assess the effectiveness of training and warning system according to their velocity, deceleration events, and count of cautionary behaviors. Participants, who held a valid United States driving license and had a mean age of 20.4 years old, were equally assigned to one of four groups: control (n = 8), training-only (n = 8), warning-only (n = 8), training and warning groups (n = 8). For each drive, mixed ANOVAs were implemented on the velocity variables and Poisson regression was conducted on the normalized time with large deceleration events and cautionary behavior variables. Overall, the results suggest that drivers' response behaviors were moderately affected by the training programs and the warning messages. Most drivers who received training or warning messages responded safely and appropriately to cyberattacks, e.g., by slowing down, pulling over, or performing cautionary behaviors, but only in specific cyberattack events. Training programs show promise in improving drivers' responses toward vehicle cyberattacks, and warning messages show rather moderate improvement but can be further refined to yield consistent behavior.
Subject(s)
Automobile Driving , Computer Simulation , Deceleration , Humans , Automobile Driving/education , Automobile Driving/psychology , Male , Female , Young Adult , Accidents, Traffic/prevention & control , Adult , Adolescent , Reaction Time , Protective Devices , SafetyABSTRACT
OBJECTIVES: This study aims to evaluated the effectiveness of participatory action-oriented training (PAOT) intervention for hypertension management among intercity van drivers. MATERIAL AND METHODS: This quasi-experimental study applied concept and process of participatory actionoriented training and self-management to guide the development of the intervention addressing improvement in hypertension management behaviors. A total of 104 intercity van drivers with uncontrolled hypertension in Thailand were recruited to participate in this program. The intervention group (N = 52) received PAOT program, while the control group (N = 52) received conventional program. Data on hypertension management behaviors, and blood pressure were measured at baseline, 1 month and 3 months after intervention. RESULTS: At 3 months after intervention, hypertension management behavior, and systolic blood pressure were significantly different between 2 groups (p < 0.05). CONCLUSIONS: This PAOT was found to be feasible and could potentially improve hypertension management, and blood pressure level of intercity van drivers. The program should be applied in further studies with other workplaces in both formal and informal sectors with different characteristics and other health issues. Int J Occup Med Environ Health. 2024;37(2):194-204.
Subject(s)
Blood Pressure , Hypertension , Humans , Hypertension/therapy , Male , Middle Aged , Thailand , Adult , Automobile Driving/education , Female , Self-Management/educationABSTRACT
BACKGROUND: Globally, road traffic crashes are the leading cause of death for young adults. The P Drivers Project was a trial of a behavioural change program developed for, and targeted at, young Australian drivers in their initial months of solo driving when crash risk is at its highest. METHODS: In a parallel group randomised controlled trial, drivers (N = 35,109) were recruited within 100 days of obtaining their probationary licence (allowing them to drive unaccompanied) and randomised to an intervention or control group. The intervention was a 3 to 6-week multi-stage driving behaviour change program (P Drivers Program). Surveys were administered at three time points (pre-Program, approximately one month post-Program and at 12 months after). The outcome evaluation employed an on-treatment analysis comprising the 2,419 intervention and 2,810 control participants who completed all required activities, comparing self-reported crashes and police-reported casualty crashes (primary outcome), infringements, self-reported attitudes and behaviours (secondary outcomes) between groups. RESULTS: The P Drivers Program improved awareness of crash risk factors and intentions to drive more safely, relative to the controls; effects were maintained after 12-months. However, the Program did not reduce self-reported crashes or police-reported casualty crashes. In addition, self-reported violations, errors and risky driving behaviours increased in the intervention group compared to the control group as did recorded traffic infringements. This suggests that despite the Program increasing awareness of risky behaviour in novice drivers, behaviour did not improve. This reinforces the need to collect objective measures to accompany self-reported behaviour and intentions. CONCLUSIONS: The P Drivers Program was successful in improving attitudes toward driving safety but the negative impact on behaviour, lack of effect on crashes, and the large loss to follow-up fail to support the use of a post-licensing behaviour change program to improve novice driver behaviour and reduce crashes. TRIAL REGISTRATION: Australian New Zealand Clinical Trials Registry: 363,293 (ANZCTR, 2012).
Subject(s)
Accidents, Traffic , Automobile Driving , Humans , Automobile Driving/psychology , Automobile Driving/education , Accidents, Traffic/prevention & control , Male , Female , Young Adult , Australia , Adolescent , Adult , Program Evaluation , Intention , Safety , Risk-Taking , Risk Factors , Health Knowledge, Attitudes, PracticeABSTRACT
This review aimed to quantitatively summarize the evidence concerning the effectiveness of psychoeducational interventions on driving behavior. A final pool of 138 studies, totaling approximately 97,000 participants, was included in the analyses and covered all types of driving behavior targeted by the interventions. Using a random effects model, significant results were found for almost all driving outcomes, both post-intervention and long-term. The strongest effect was for reducing distracted driving at post-intervention (d = 1.87 [1.12, 2.60], Z = 4.94, p < 0.001). The only non-significant effects were for reducing errors in the long term (d = 0.50 [-0.87, 1.86], Z = 0.71, p = 0.48) and driving under the influence at post-intervention (d = 0.35 [0.00, 0.71], Z = 1.96, p = 0.05). Concerning which type of intervention was more effective, feedback, training and motivational ones appear to work best. Educational interventions show only weak effects, while awareness interventions seem mostly ineffective. Overall, our results show that most interventions can reduce different types of driving behaviors, but there are specific aspects to be considered based on the targeted behavior.
Subject(s)
Automobile Driving , Humans , Automobile Driving/psychology , Automobile Driving/education , Distracted Driving/prevention & control , Distracted Driving/psychology , Driving Under the Influence/prevention & control , Driving Under the Influence/psychology , Motivation , Accidents, Traffic/prevention & controlABSTRACT
Purpose: The purpose of this study was to investigate driving difficulties and Advanced Driver Assistance Systems (ADAS) use and preferences of drivers with and without central vision loss (CVL). Methods: Fifty-eight drivers with CVL (71 ± 13 years) and 68 without (72 ± 8 years) completed a telephone questionnaire. They rated their perceived driving difficulty and usefulness of technology support in 15 driving situations under good (daytime) and reduced visibility conditions, and reported their use experience and preferences for 12 available ADAS technologies. Results: Drivers with CVL reported more difficulty (P = 0.002) and greater usefulness of technology support (P = 0.003) than non-CVL drivers, especially in reduced visibility conditions. Increased driving difficulty was associated with higher perceived technology usefulness (r = 0.34, P < 0.001). Dealing with blind spot road users, glare, unexpected pedestrians, and unfamiliar areas were perceived as the most difficult tasks that would benefit from technology support. Drivers with CVL used more advanced ADAS features than non-CVL drivers (P = 0.02), preferred to own the blind spot warning, pedestrian warning, and forward collision avoidance systems, and favored ADAS support that provided both information and active intervention. The perceived benefits of and willingness to own ADAS technologies were high for both groups. Conclusions: Drivers with CVL used more advanced ADAS and perceived greater usefulness of driver assistance technology in supporting difficult driving situations, with a strong preference for collision prevention support. Translational Relevance: This study highlights the specific technology needs and preferences of older drivers with CVL, which can inform future ADAS development, evaluation, and training tailored to this group.
Subject(s)
Automobile Driving , Automobile Driving/education , Accidents, Traffic/prevention & controlABSTRACT
Professional driver education and training has traditionally been used to improve the driving skills of young people with the expectation that they will drive more safely and therefore be less likely to crash. Despite this, much research has failed to find such an effect. The Goals for Driver Education (GDE) is a theoretical framework developed to improve the effectiveness of driver education. The GDE seeks to draw attention to a broader array of factors that may influence the driving of young people and hence increase the scope of what is included in driver education and training. Within the GDE, factors affecting driving and driver education are grouped into combinations of four hierarchical levels that represent influences on driving at increasing levels of abstraction (GDE level 1: Vehicle manoeuvring; GDE level 2: Mastery of traffic situations; GDE level 3: Goals and contexts of driving; GDE level 4: Goals for life and skills for living) and three types of individual competencies (Knowledge and skills; Risk-increasing factors; Self-evaluation skills). However, to date there have been few, if any, attempts to operationalise the GDE in a quantitative way. In response, the Perceptions of Driver Education Scale (PDES) was developed to gain an understanding of what two important stakeholder groups in the driver education and training ecosystem perceived to be important to be taught to novice drivers. Understanding these perceptions may lead to greater acceptance of the driver education and training that is designed and make it more effective. Following rigorous scale development procedures, thirty-five items were developed a priori using expert opinion and deployed, via an online survey, to a sample of parents of novice drivers (N = 518) and a separate sample of novice drivers (N = 247), both from Queensland, Australia. Exploratory Factor Analysis was performed on the parent responses and Confirmatory Factor Analysis was performed using the novice driver responses. A 29-item 9 factor solution was judged to be the best fit with the overall scale and each of the factors displaying strong levels of internal consistency. The 9 factors cover most hierarchical level and competency combinations, although removal of items meant that there is no representation concerning perceptions of Self-evaluation skills related to Level 3: Goals and contexts of driving within the PDES. Overall, the PDES is a valid and reliable instrument for investigating the aspects of driver education and training that are perceived as important by novice drivers and parents. The scale may also be applicable for use with other stakeholder groups and could also be used to evaluate pre-existing driver education and training programs.
Subject(s)
Automobile Driving , Humans , Adolescent , Automobile Driving/education , Accidents, Traffic/prevention & control , Ecosystem , Goals , Licensure , ParentsABSTRACT
The highest lifetime risk for a motor vehicle crash is immediately after the point of licensure, with teen drivers most at risk. Comprehensive teen driver licensing policies that require completion of driver education and behind-the-wheel training along with Graduated Driver Licensing (GDL) are associated with lower young driver crash rates early in licensure. We hypothesize that lack of financial resources and travel time to driving schools reduce the likelihood for teens to complete driver training and gain a young driver's license before age 18. We utilize licensing data from the Ohio Bureau of Motor Vehicles on over 35,000 applicants between 15.5 and 25 years old collected between 2017 and 2019. This dataset of driving schools is maintained by the Ohio Department of Public Safety and is linked with Census tract-level socioeconomic data from the U.S. Census. Using logit models, we estimate the completion of driver training and license obtainment among young drivers in the Columbus, Ohio metro area. We find that young drivers in lower-income Census tracts have a lower likelihood to complete driver training and get licensed before age 18. As travel time to driving schools increases, teens in wealthier Census tracts are more likely to forgo driver training and licensure than teens in lower-income Census tracts. For jurisdictions aspiring to improve safe driving for young drivers, our findings help shape recommendations on policies to enhance access to driver training and licensure especially among teens living in lower-income Census tracts.
Subject(s)
Accidents, Traffic , Automobile Driving , Adolescent , Humans , Young Adult , Adult , Accidents, Traffic/prevention & control , Automobile Driving/education , Licensure , Schools , PolicyABSTRACT
A variety of road hazard perception training programmes have been proposed recently, based on the assumption that these skills contribute to lower crash rates across different countries. However, the long-term effectiveness of suggested programmes has been under-investigated. The main objective of this study is to explore the long-term effectiveness of online hazard perception training for experienced drivers and examine the moderating role of driving self-efficacy. Fifty-six experienced drivers (21 males and 35 females) were assigned to the experimental (n = 31) or the control (n = 25) group. The experimental group received two 45 min session interventions; the control group received no intervention. The effectiveness of the programme was tested by the change in scores of Lithuanian hazard prediction test (HPT) LHP12 that was conducted before training (pre-test), immediately after training (post-test) and six months after training (follow-up). The twelve-item Adelaide Driving Self-Efficacy Scale (ADSES; George et al., 2007) was used to measure self-reported driving self-efficacy at the pre-test. The results revealed a significant increase in hazard prediction scores immediately after training, but the short-term effect of training decayed at follow-up. Experienced drivers with higher self-efficacy developed better hazard prediction skills during training. The results confirmed short-term effectiveness of the programme.
Subject(s)
Automobile Driving , Male , Female , Humans , Automobile Driving/education , Accidents, Traffic/prevention & control , Perception , Reaction Time , Follow-Up StudiesABSTRACT
BACKGROUND: Teens with attention deficit-hyperactivity disorder (ADHD) are at increased risk for motor vehicle collisions. A computerized skills-training program to reduce long glances away from the roadway, a contributor to collision risk, may ameliorate driving risks among teens with ADHD. METHODS: We evaluated a computerized skills-training program designed to reduce long glances (lasting ≥2 seconds) away from the roadway in drivers 16 to 19 years of age with ADHD. Participants were randomly assigned in a 1:1 ratio to undergo either enhanced Focused Concentration and Attention Learning, a program that targets reduction in the number of long glances (intervention) or enhanced conventional driver's education (control). The primary outcomes were the number of long glances away from the roadway and the standard deviation of lane position, a measure of lateral movements away from the center of the lane, during two 15-minute simulated drives at baseline and at 1 month and 6 months after training. Secondary outcomes were the rates of long glances and collisions or near-collisions involving abrupt changes in vehicle momentum (g-force event), as assessed with in-vehicle recordings over the 1-year period after training. RESULTS: During simulated driving after training, participants in the intervention group had a mean of 16.5 long glances per drive at 1 month and 15.7 long glances per drive at 6 months, as compared with 28.0 and 27.0 long glances, respectively, in the control group (incidence rate ratio at 1 month, 0.64; 95% confidence interval [CI], 0.52 to 0.76; P<0.001; incidence rate ratio at 6 months, 0.64; 95% CI, 0.52 to 0.76; P<0.001). The standard deviation of lane position (in feet) was 0.98 SD at 1 month and 0.98 SD at 6 months in the intervention group, as compared with 1.20 SD and 1.20 SD, respectively, in the control group (difference at 1 month, -0.21 SD; 95% CI, -0.29 to -0.13; difference at 6 months, -0.22 SD; 95% CI, -0.31 to -0.13; P<0.001 for interaction for both comparisons). During real-world driving over the year after training, the rate of long glances per g-force event was 18.3% in the intervention group and 23.9% in the control group (relative risk, 0.76; 95% CI, 0.61 to 0.92); the rate of collision or near-collision per g-force event was 3.4% and 5.6%, respectively (relative risk, 0.60, 95% CI, 0.41 to 0.89). CONCLUSIONS: In teens with ADHD, a specially designed computerized simulated-driving program with feedback to reduce long glances away from the roadway reduced the frequency of long glances and lessened variation in lane position as compared with a control program. During real-world driving in the year after training, the rate of collisions and near-collisions was lower in the intervention group. (Funded by the National Institutes of Health; ClinicalTrials.gov number, NCT02848092.).
Subject(s)
Accidents, Traffic , Attention Deficit Disorder with Hyperactivity , Automobile Driving , Computer Simulation , Distracted Driving , Adolescent , Humans , Accidents, Traffic/prevention & control , Attention Deficit Disorder with Hyperactivity/therapy , Automobile Driving/education , Control Groups , United States , Attention , Psychomotor Performance , Education , Young Adult , Distracted Driving/prevention & control , Educational MeasurementABSTRACT
With aging, physical and cognitive changes can affect driving safety. Emergency nurses can provide education for seniors that can create awareness of these changes and ways to mitigate the changes, allowing the older driver to remain independent and a safer driver.
Subject(s)
Accidents, Traffic , Automobile Driving , Humans , Accidents, Traffic/prevention & control , Safety , Automobile Driving/education , Automobile Driving/psychology , Aging/psychologyABSTRACT
OBJECTIVE: Obtaining a license may be challenging for teens due to access to driving instruction; in some states, behind-the-wheel (BTW) instruction is required to secure a license before age 18. We investigate spatial accessibility to BTW centers, and how this geographic distribution intersects with metrics of social disparity at the metropolitan level, toward identifying Driver Training Deserts (DTDs): geographic areas of disconnection to driver training. METHODS: For the Columbus OH region, we collect socioeconomic variables at the Census tract unit of analysis and geocoded locations of public and private BTW training centers and estimate travel time to the nearest BTW training center. We define travel time as either the mean or the maximum travel time to BTW centers across all 1 km × 1 km grid cells within a Census tract. We employ spatial statistical approaches, including homogeneous/inhomogeneous K functions, to determine whether BTW training centers are clustered. Next, we define DTDs as Census tracts with a poverty rate and travel time to BTW centers larger than the 75th percentile values across the region. RESULTS: BTW training centers are spatially clustered across the region; the magnitude of this clustering is so great that BTW centers exhibit statistically significant patterns of clustering, even when considering the underlying spatial distribution of socio-economic characteristics. We find that 11-27 Census tracts are identified as DTDs depending on the definition of travel time. DTDs contain a disproportionate percent of the high poverty population (8.7-23.5%) and, depending on the definition of travel time, a disproportionately large African American population. CONCLUSIONS: Methodologically, defining DTDs necessitates a fine-grained spatial approach as suburban and rural Census tracts tend to be large and thus can be poorly represented by travel times averaged over the Census tract. Defining DTDs as a measure of individual-specific variables - income and impedance - allows DTDs to be addressed with policy interventions. The findings motivate future research correlating DTDs with licensure rates, enrollment in driver training, and safe driving outcomes to understand if DTDs can help explain health equity outcomes related to young driver safety.
Subject(s)
Accidents, Traffic , Automobile Driving , Adolescent , Humans , Automobile Driving/education , Travel , PolicyABSTRACT
BACKGROUND AND OBJECTIVE: Independent living and transportation are crucial aspects for people living with a disability. After an injury, it is important to assess driving ability, in terms of physical and psychological conditions, and to test the effects of prescribed drugs. Within this framework, driving simulators are suitable tools for training driving skills; however, available tools are expensive or lack appropriate sets of behavioral measures to fully characterize the drivers' ability. METHODS: This work presents the first step toward the development of ADRIS, a new open-source, accessible, realistic virtual reality simulator for training and testing driving skills of people with sensory-motor disability. This includes a prototype based on an open-source simulator for autonomous driving research (CARLA), with the addition of customized features such as adaptable driving controllers, a virtual reality headset, and the possibility to collect behavioral and physiological data. Also, the new system allows to set different environmental conditions, to include and control the timing of potentially dangerous situations, and to set scenarios with various difficulty levels. RESULTS: Tests on 17 healthy participants demonstrated that the simulator is well tolerated in terms of discomfort, physical fatigue, and mental effort. Also, the system is easy to use and is capable of providing a realistic driving experience, allowing the extraction of reliable behavioral parameters. CONCLUSIONS: ADRIS combines a high-fidelity virtual world, with customizable features specifically designed for the training and testing of people living with a disability, thus making it usable in many contexts such as home training, rehabilitation, education, and research.
Subject(s)
Automobile Driving , Disabled Persons , Motor Disorders , Virtual Reality , Automobile Driving/education , Automobile Driving/psychology , Computer Simulation , HumansABSTRACT
Best practice for learning to drive programs should be evidence-based and incorporate the range of lower and higher-order skills outlined in the internationally recognized Goals for Driver Education (GDE) matrix. A set of practices derived from the matrix, together with pertinent adult learning approaches and driving instruction research formed the basis of an evaluation checklist developed to review the Keys2drive program (a national single-session interactive education program for learner drivers in Australia). The checklist criteria consisted of 18 practices, including: having a sound theoretical base; reflecting various GDE components; facilitating parental involvement; provision of feedback; building resilience; use of coaching approaches; commentary driving; self-assessment; understanding of risk factors; and supporting safe vehicle choices and graduated licensing schemes. The program review sought to determine the extent to which Keys2drive is aligned with best practice according to the checklist criteria. Evaluations of driver education programs should recognize that novice drivers, in discussions with their instructors/supervisors, may have differing interpretations and values concerning various GDE goals, such as their awareness of critical risk factors. As a best practice, instructors should be prepared to ask the novice 'How?' and 'Why?' questions relevant to their GDE goal interpretations and values.
Subject(s)
Automobile Driving , Adult , Automobile Driving/education , Humans , Learning , Licensure , Parents , Program EvaluationABSTRACT
BACKGROUND: Young drivers (YDs) are disproportionately injured and killed in motor vehicle crashes throughout the United States. Nationally, YDs aged 16 to 20 years constituted nearly 9% of all traffic-related fatalities in 2018. A Nevada Advanced Driver Training (ADT) program for YDs aims to reduce YD traffic injuries and fatalities through four modules taught by professional drivers. The program modules include classroom-based didactic lessons and hands-on driving exercises intended to improve safe driving knowledge and behaviors. The overarching purpose of this study was to determine if the Nevada ADT program achieved its objectives for improving safe driving knowledge and behaviors based on program-provided data. A secondary purpose of this study was to provide recommendations to improve program efficiency, delivery, and evaluation. The findings of this study would serve as a basis to develop and evaluate future ADT interventions. METHODS: The exploratory mixed methods outcome evaluation used secondary data collected during three weekend events in December 2018 and March 2019. The study population consisted of high school students with a driver's license or learner's permit. Pretests/posttests and preevent questionnaires on student driving history were matched and linked via personal identifiers. The pretests/posttests measured changes in knowledge of safe driving behaviors. This study used descriptive statistics, dependent samples t test, Pearson's r correlation coefficient, and χ2 (McNemar's test) with significance set at p = 0.05, 95% confidence interval. Statistical analysis was conducted using IBM SPSS version 24 (Armonk, NY). Qualitative data analysis consisted of content and thematic analysis. RESULTS: Responses from YD participants (N = 649) were provided for analysis. Aggregate YD participant knowledge of safe driving behaviors increased from a mean of 43.9% (pretest) to 74.9% (posttest). CONCLUSION: The program achieved its intended outcomes of improving safe driving knowledge and behaviors among its target population. LEVEL OF EVIDENCE: Prognostic/Epidemiologic, Level V.
Subject(s)
Automobile Driving , Accidents, Traffic/prevention & control , Automobile Driving/education , Humans , Licensure , Students , Surveys and Questionnaires , United StatesABSTRACT
To develop a suitable automobile design as per each driver's characteristics and state, it is important to understand the brain function in acquiring driving skills. Reportedly, the brain structures of professionals, such as athletes and musicians, and those who have received training in special skills, undergo changes with training. However, the development process of the brain in terms of acquiring driving skills has not yet been clarified. In this study, we evaluated the effects of driving training on the brain and observed an increase in the volume of the right cerebellum after short-term training (3 days). The right cerebellum is responsible for controlling the right hand and right foot, which are important for driving. Drivers train to control a vehicle smoothly at high speeds at gymkhana and pylon slalom courses, which are often used in motor sports. The brain structure was analyzed before and after training using magnetic resonance imaging. Voxel-based morphometry was used to assess possible structural changes. First, the lap times after training were clearly shortened and vehicle dynamics were more stable, indicating that the drivers' skill level clearly improved. Second, brain structural analysis revealed a volumetric increase in the right cerebellum. The cerebellum is involved in the process of learning sensory motor skills, such as smooth steering and pedal operations, driving course shape, and vehicle size perception. These results suggest a new inner model for driving operation and support the hypothesis that motor learning affects the cerebellum during vehicle driving training.
Subject(s)
Automobile Driving/education , Cerebellum/anatomy & histology , Cerebellum/physiology , Learning/physiology , Motor Skills/physiology , Adult , Female , Humans , Magnetic Resonance Imaging , Male , TeachingABSTRACT
Learning knowledge or skills usually is considered to be based on the formation of an adequate internal mental model as a specific type of mental network. The learning process for such a mental model conceptualised as a mental network, is a form of (first-order) mental network adaptation. Such learning often integrates learning by observation and learning by instruction. For an effective learning process, an appropriate timing of these different elements is crucial. By controlling the timing of them, the mental network adaptation process becomes adaptive itself, which is called second-order mental network adaptation. In this paper, a second-order adaptive mental network model is proposed addressing this. The first-order adaptation process models the learning process of mental models and the second-order adaptation process controls the timing of the elements of this learning process. It is illustrated by a case study for the learner-controlled mental model learning in the context of driving a car. Here the learner is in control of the integration of learning by observation and learning by instruction.