Changing drivers' minds: the evaluation of an advanced driver coaching system.
This paper reports on the study of an advanced driver coaching system. The study distinguishes between different types of post-licensure programmes in order to explore a system based on a model of identifying and responding to hazards, called 'information, position, speed, gear and acceleration' (IPSGA). Previous literature has been sceptical about the benefits of advanced driver education; thus, the current study was designed to control for the effects of coaching drivers in the 'IPSGA' system (the treatment group) against the effects of being accompanied (control group 1), as well as the mere effects of time (control group 2). Measures were taken before the driver coaching began (as a baseline measure) and again after 8 weeks (to see if any changes had occurred). These measures included driver knowledge via a post-drive interview, observations of driving skill and driver attitude using a locus of control scale. The results suggest that advanced driver coaching using the IPSGA system had a beneficial effect on all of these measures. Drivers in the coaching condition improved their situation awareness, driving skills and reduced attributions of external locus of control. The study lends support to the case for one-to-one individualized driver coaching using a systematic model of driving.
Stanton
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NA
Ergonomics Research Group, School of Engineering and Design, Brunel University, Uxbridge, Middlesex, UK. Neville.Stanton@brunel.ac.uk
Walker
G H
GH
Young
M S
MS
Kazi
T
T
Salmon
P M
PM
D000328:Adult; D000368:Aged; D001333:Automobile Driver Examination; D001334:Automobile Driving / Q000193:education*; D001364:Awareness; D016022:Case-Control Studies; D005260:Female; D015438:Health Behavior; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007389:Internal-External Control; D007407:Interviews as Topic; D008297:Male; D008875:Middle Aged; D012449:Safety; D011795:Surveys and Questionnaires; D013663:Teaching