This study compared whole body vibration (WBV), muscle activity and non-driving task performance between different seat suspension settings in a simulated autonomous passenger car environment. To simulate autonomous vehicle environment, field-measured vibration profiles were recreated on a large-scale 6-degree-of-freedom motion platform. In a repeated-measures laboratory experiment, we measured whole body vibration, muscle activity (neck, shoulder and low back), participants non-driving task performance while participants performed non-driving tasks (pointing task with a laptop trackpad, keyboard typing, web-browsing, and reading) on three different suspension seats mounted on the motion platform: vertical (z-axis) electromagnetic active suspension, multi-axial (lateral (y-axis) and vertical (z-axis)) electromagnetic active suspension, and no suspension (industry standard suspension-less seat for passenger cars). The average weighted vibration [A(8)] and vibration dose value [VDV(8)] showed that the seat measured vibration on both the vertical [A(8) = 0.29 m/s2 and VDV(8) = 10.70 m/s1.75] and multi-axial suspension seats [A(8) = 0.29 m/s2 and VDV(8) = 10.22m/s1.75] were lower than no-suspension seat vibration [A(8) = 0.36 m/s2 and VDV(8) = 12.84 m/s1.75]. Despite the significant differences in WBV between the different suspensions there were no significant differences across three different suspension seats in typing performance (typing speed and accuracy: p’s > 0.83), pointing task performance (movement time and accuracy: p’s > 0.87), web-browsing (number of questions and webpages read: p = 0.42), and reading (number of words read: p = 0.30). The muscle activity in low back (erector spinae) and shoulder (trapezius) muscles also did not show any significant differences (p’s > 0.22). These laboratory study findings indicated that despite the significant reduction in WBV, neither vertical nor multi-axial active suspension seats improve non-driving task performance as compared to the no-suspension seat.
Erratum to : The role of self-evaluation as a determinant of task performance in preschool children