Minding the Gap: Effects of an Attention Maintenance Training Program on Driver Calibration

2020 ◽  
pp. 001872082096529
Author(s):  
James Unverricht ◽  
Yusuke Yamani ◽  
Jing Chen ◽  
William J. Horrey
Keyword(s):  
Training Program ◽  
Cognitive Skills ◽  
Driving Simulator ◽  
Training Programs ◽  
Driving Safety ◽  
Driver Training ◽  
Actual Performance ◽  
Young Drivers ◽  
Maintenance Behaviors ◽  
Target Skills

Objective The present study examines the effect of an existing driver training program, FOrward Concentration and Attention Learning (FOCAL) on young drivers’ calibration, drivers’ ability to estimate the length of their in-vehicle glances while driving, using two different measures, normalized difference scores and Brier Scores. Background Young drivers are poor at maintaining attention to the forward roadway while driving a vehicle. Additionally, drivers may overestimate their attention maintenance abilities. Driver training programs such as FOCAL may train target skills such as attention maintenance but also might serve as a promising way to reduce errors in drivers’ calibration of their self-perceived attention maintenance behaviors in comparison to their actual performance. Method Thirty-six participants completed either FOCAL or a Placebo training program, immediately followed by driving simulator evaluations of their attention maintenance performance. In the evaluation drive, participants navigated four driving simulator scenarios during which their eyes were tracked. In each scenario, participants performed a map task on a tablet simulating an in-vehicle infotainment system. Results FOCAL-trained drivers maintained their attention to the forward roadway more and reported better calibration using the normalized difference measure than Placebo-trained drivers. However, the Brier scores did not distinguish the two groups on their calibration. Conclusion The study implies that FOCAL has the potential to improve not only attention maintenance skills but also calibration of the skills for young drivers. Application Driver training programs may be designed to train not only targeted higher cognitive skills but also driver calibration—both critical for driving safety in young drivers.

Latent Hazard Anticipation in Young Drivers: Review and Meta-Analysis of Training Studies

2018 ◽  
Vol 2672 (33) ◽  
pp. 11-19 ◽  
Author(s):  
James Unverricht ◽  
Siby Samuel ◽  
Yusuke Yamani
Keyword(s):  
Training Program ◽  
Driving Simulator ◽  
Motor Vehicle ◽  
Training Programs ◽  
Meta Analysis ◽  
Mode Of Delivery ◽  
Young Drivers ◽  
Training Studies ◽  
Target Skills ◽  
Method Of Evaluation

Young drivers are overrepresented in motor vehicle crashes, and are shown to be poorer at anticipating potential threats on the roadway compared with their more experienced peers. Literature demonstrates the effectiveness of driver training programs at improving young drivers’ latent hazard anticipation performance. Various hazard anticipation training studies have been undertaken on different population demographics using different training scenario presentation modes and multiple evaluation testbeds. These error-based feedback training programs (3M) allow trainees to make a mistake, show them how to mediate the mistake, and provide an opportunity to master the target skills. The current meta-analytical review focused on 19 peer-reviewed training studies that utilized eye movements to measure improvements in drivers’ latent hazard anticipation performance following training. The role of four moderating factors (mode of delivery – PC-based or non PC-based; presentation of training – egocentric or exocentric; method of evaluation – on-road or driving simulator; and age of sample – teen novices aged 16–17 or young drivers aged 18–21) on the training effects were explored. Overall, the current meta-analysis suggest that: (a) superficial improvements in training programs does not necessarily further improve the drivers’ latent hazard anticipation; (b) drivers who completed a training program with both egocentric and exocentric training views achieved greater levels of latent hazard anticipation performance than those who completed a training program that contained either view, but not both; and (c) the effect sizes of the 3M-based training programs on latent hazard anticipation were greater for drivers aged 18–21 years than drivers aged 16–17.

Advanced Virtual Reality Based Training to Improve Young Drivers’ Latent Hazard Anticipation Ability

2017 ◽  
Vol 61 (1) ◽  
pp. 1995-1999 ◽  
Author(s):  
Ravi Agrawal ◽  
Michael Knodler ◽  
Donald L. Fisher ◽  
Siby Samuel
Keyword(s):  
Virtual Reality ◽  
Training Program ◽  
Driving Simulator ◽  
Training Programs ◽  
Risk Awareness ◽  
Novice Drivers ◽  
Feedback Training ◽  
Young Drivers ◽  
And Control ◽  
Risk Driving

The crash rate for young novice drivers is at least eight times higher than that of their experienced counterparts. Literature shows that the young novice drivers are not careless drivers but they are clueless drivers’ - clueless because of their inability to predict the risk ahead of time that might materialize on the forward roadway. Other error-feedback training programs exist that emphasize the teaching of risk awareness and perception skills to young drivers. In the current study, a Virtual reality based risk awareness and perception training program (V-RAPT) was developed on the Oculus Rift and evaluated on a driving simulator. The training program provides 360 degrees’ views of 6 high risk driving scenarios towards training the young driver to anticipate and mitigate latent hazards. Twenty-four participants in three experiment groups were trained on one of 3 training programs- VRAPT, RAPT and Control, and were evaluated on a driving simulator. Eye movements were collected throughout the experiment. The simulator evaluation drives included six near-transfer scenarios used in the training and four far-transfer scenarios not used in the training but validated previously in other similar studies. The young drivers trained on the V-RAPT were found to anticipate a significantly greater proportion (86.25%) of the potential latent hazards as compared to the RAPT trained young drivers (62.36%) and control trained drivers (30.97%). The VR-based training program is shown to be effective in improving young drivers’ ability to anticipate latent threats.

Head Scanning Behavior Predicts Hazard Detection Safety Before Entering an Intersection

2021 ◽  
pp. 001872082110391
Author(s):  
Steven W. Savage ◽  
Lily Zhang ◽  
Garrett Swan ◽  
Alex R. Bowers
Keyword(s):  
Eye Movements ◽  
Head Movement ◽  
Driving Simulator ◽  
Training Programs ◽  
Relative Importance ◽  
Driver Training ◽  
Hazard Detection ◽  
Simulator Study ◽  
Older Subjects ◽  
Scanning Behavior

Objective We conducted a driving simulator study to investigate scanning and hazard detection before entering an intersection. Background Insufficient scanning has been suggested as a factor contributing to intersection crashes. However, little is known about the relative importance of the head and eye movement components of that scanning in peripheral hazard detection. Methods Eleven older (mean 67 years) and 18 younger (mean 27 years) current drivers drove in a simulator while their head and eye movements were tracked. They completed two city drives (42 intersections per drive) with motorcycle hazards appearing at 16 four-way intersections per drive. Results Older subjects missed more hazards (10.2% vs. 5.2%). Failing to make a scan with a substantial head movement was the primary reason for missed hazards. When hazards were detected, older drivers had longer RTs (2.6s vs. 2.3s), but drove more slowly; thus, safe response rates did not differ between the two groups (older 83%; younger 82%). Safe responses were associated with larger (28.8° vs. 20.6°) and more numerous (9.4 vs. 6.6) gaze scans. Scans containing a head movement were stronger predictors of safe responses than scans containing only eye movements. Conclusion Our results highlight the importance of making large scans with a substantial head movement before entering an intersection. Eye-only scans played little role in detection and safe responses to peripheral hazards. Application Driver training programs should address the importance of making large scans with a substantial head movement before entering an intersection.

Evaluation of a Novice Driver CD-Rom Based Training Program: A Simulator Study

2000 ◽  
Vol 44 (11) ◽  
pp. 334-337 ◽  
Author(s):  
Michael. A. Regan ◽  
Thomas J. Triggs ◽  
Stuart T. Godley
Keyword(s):  
Training Program ◽  
Cognitive Skills ◽  
Driving Simulator ◽  
Skills Training ◽  
Instructional Effectiveness ◽  
Research Centre ◽  
Cd Rom ◽  
Accident Research ◽  
Novice Driver ◽  
Simulator Study

The Monash University Accident Research Centre (MUARC) in Melbourne, Australia, recently completed research which culminated in the development of a CD ROM-based perceptual and cognitive skills training product for young novice car drivers. This paper describes the design of an experiment, using an advanced driving simulator located at MUARC, to evaluate the instructional effectiveness of the product.

scholarly journals Attention maintenance training: Are young drivers getting better or being more strategic?

2019 ◽  
Vol 63 (1) ◽  
pp. 1991-1995
Author(s):  
James Unverricht ◽  
Yusuke Yamani ◽  
Sarah Yahoodik ◽  
Jing Chen ◽  
William J. Horrey
Keyword(s):  
Task Performance ◽  
Visual Processing ◽  
Secondary Task ◽  
Driving Simulator ◽  
Training Programs ◽  
Secondary Tasks ◽  
Young Drivers ◽  
Vehicle Navigation System ◽  
Processing Demands ◽  
Maintenance Performance

Young drivers are particularly poor at maintaining attention to the forward roadway where imminent hazards may occur. Existing training programs such as FOrward Concentration and Attention Learning (FOCAL) have been shown to improve young drivers’ attention maintenance performance. The current study examines two competing hypotheses for the effectiveness of FOCAL: 1) Drivers disregard the secondary task to focus on maintaining attention, or 2) FOCAL improves drivers’ multitasking ability on the driving and the secondary tasks. FOCAL- and placebo-trained drivers navigated through four distinct scenarios in a driving simulator. During each scenario, they were asked to perform a secondary task interacting with a mock in-vehicle navigation system. Results showed that FOCAL improved driver attention maintenance performance and, surprisingly, their secondary task performance. These results suggest the possibility that FOCAL in fact increases not only their ability to maintain their attention to the forward roadway but also a drivers’ multitasking performance. Future works should use a variety of in-vehicle tasks with different visual processing demands to determine the generalizability of the current finding.

scholarly journals Participating or Not? Characteristics of Female Entrepreneurs Participating in and Completing an Entrepreneurial Training Program

2018 ◽  
Vol 108 ◽  
pp. 246-251 ◽  
Author(s):  
Leonardo Iacovone ◽  
Gabriela Calderón ◽  
Cristina MacGregor
Keyword(s):  
Training Program ◽  
Cognitive Skills ◽  
Women Entrepreneurs ◽  
Training Programs ◽  
Large Set ◽  
Even Start ◽  
Female Entrepreneurs ◽  
Baseline Characteristics ◽  
Entrepreneurial Training

Who are the female entrepreneurs who end up starting and completing entrepreneurial training programs? In this paper, relying on a large set of baseline characteristics collected before the entrepreneurs are selected into an entrepreneurial training program in Mexico, we analyze how the women entrepreneurs who complete the training program differ from those who do not take it up, as well as how those who take it up but drop off before completing differ from those who do not even start. We uncover large differences in performance and non-cognitive skills but no differences in inputs used.

Virtual Reality Headset Training: Can It Be Used to Improve Young Drivers’ Latent Hazard Anticipation and Mitigation Skills

2018 ◽  
Vol 2672 (33) ◽  
pp. 20-30 ◽  
Author(s):  
Ravi Agrawal ◽  
Michael Knodler ◽  
Donald L. Fisher ◽  
Siby Samuel
Keyword(s):  
Virtual Reality ◽  
Training Program ◽  
Driving Simulator ◽  
Motor Vehicle ◽  
Wide Field ◽  
Training Interventions ◽  
Head Mounted Display ◽  
Young Drivers ◽  
Vehicle Data ◽  
Risk Driving

Young drivers are overrepresented in motor-vehicle crashes compared to experienced drivers. Research shows that young drivers are generally clueless, not careless, failing to anticipate and mitigate latent hazards. There are several error-feedback training interventions that emphasize the teaching of latent hazard anticipation skills (e.g., risk awareness and perception training, RAPT) and a few that emphasize both the teaching of hazard anticipation and hazard mitigation skills (e.g., the driver simulation ACCEL). In the current study, a virtual reality, headset-based latent hazard anticipation and mitigation training program (V-RAPT) was developed on a head-mounted display (Oculus Rift). The headset provides the participant with a 100-degree wide field of view of six high-risk driving scenarios, the view changing appropriately as the participant rotates his or her head. Thirty-six young drivers were exposed to one of three training programs—V-RAPT, RAPT, and a placebo—and then evaluated on a driving simulator. Eye movement and vehicle data were collected throughout the simulator evaluation. The drives included the six scenarios used in training and four other scenarios dissimilar to the ones used in training, but previously validated as measures of hazard anticipation. The drivers trained on V-RAPT were found to anticipate a significantly greater proportion (86.25%) of latent hazards than the RAPT (62.36%) and placebo (30.97%) trained drivers. The V-RAPT trained drivers were also found to be better at mitigating potential threats. The virtual reality, headset-based training program holds out the promise of improving drivers’ ability to anticipate and mitigate latent threats and thereby reduce crashes.

Evaluation of the Effect of a Novice Driver Training Program on Citations and Crashes

2016 ◽  
Vol 60 (1) ◽  
pp. 1991-1995 ◽  
Author(s):  
Tingru Zhang ◽  
Jinzheng Li ◽  
Hugh Thai ◽  
Tracy Zafian ◽  
Siby Samuel ◽  
...  
Keyword(s):  
Training Program ◽  
Training Programs ◽  
The Internet ◽  
Driver Training ◽  
Driving Experience ◽  
Actual Frequency ◽  
Novice Driver ◽  
Change Behaviors ◽  
The One

Novice driver training programs have been shown to change behaviors known to be linked to increases in crash risks, behaviors such as long glances inside the vehicle and failures to glance towards latent hazards. However, until recently no program had been shown to change the actual frequency of citations and crashes. The one program that has been shown to reduce crashes was delivered once, at the time of licensure, took only 17 minutes in length to complete, and addressed only hazard anticipation. We asked whether a training program that addressed both hazard anticipation and attention maintenance skills, Distractology 101, was roughly twice as long in length, and was delivered once in person and once over the internet would prove at least as effective, not only with drivers who had just received their license, but also drivers who had up to 36 months of experience. The results showed that this training program reduced citations and crashes significantly and similarly across drivers with different driving experience.

scholarly journals Impact of Driver Age and Experience in Software Usage on Driving Safety and Usability of Car-Sharing Software

2021 ◽  
Vol 2021 ◽  
pp. 1-14
Author(s):  
Chunhui Jing ◽  
Jinyi Zhi ◽  
Suixian Yang ◽  
Wei Wang
Keyword(s):  
Driving Simulator ◽  
Negative Impact ◽  
Nonparametric Test ◽  
The Elderly ◽  
Sharing Economy ◽  
Driving Safety ◽  
Car Sharing ◽  
Young Drivers ◽  
Usability Problems ◽  
Better Than

Car-sharing economy has caused new driving safety and usability problems, which have not been well studied. This study aims at analyzing the effects of users age and the user experience (UX) of the car-sharing software (e.g., DiDi travel app) on overall usability and the level of distraction for drivers. To this end, 48 experienced Chinese drivers were recruited to perform various tasks with the car-sharing software using a driving simulator. The variables of driving safety and usability were analyzed by two-way analysis of variance (ANOVA) and independent sample Kruskal–Wallis nonparametric test. As expected, it was found that car-sharing software has a significant negative impact on driving distraction and usability. The overall performance of young drivers is better than that of the elderly, but it seems that young drivers are more likely to be led to errors by car-sharing software. In most aspects, experienced drivers perform better than inexperienced drivers and have a better in-depth understanding of car-sharing software weaknesses. However, inexperienced drivers performed better regarding braking time and interaction time. Although young inexperienced drivers performed worst in driving safety, they exhibited the lowest cognitive load and the highest interaction efficiency. The experience of using car-sharing software may improve driver’s ability to deal with driving distractions. The above conclusions provide theoretical support for optimizing the UX of car-sharing software and some references for driver’s screening and training.

Measuring the Applicability of Intersection-Based Older Driver Training Programs

2020 ◽  
Vol 2674 (9) ◽  
pp. 878-886
Author(s):  
Craig A. Schneider ◽  
Foroogh Hajiseyedjavadi ◽  
Francis Tainter ◽  
Michael Knodler ◽  
Jingyi Zhang ◽  
...  
Keyword(s):  
Driving Simulator ◽  
Training Programs ◽  
Older Drivers ◽  
Dropout Rates ◽  
Control Group ◽  
Primary Reason ◽  
Simulator Sickness ◽  
Potential Threat ◽  
Driver Training ◽  
Older Driver

Older drivers remain overrepresented in intersection crashes. Previous evidence suggests that the primary reason for this lies with their lack of scanning for potential threat vehicles while entering stop-controlled intersections. More so, secondary glances prove critical when the conditions obscure potential threat vehicles while approaching the intersection. Currently, simulator-based older driver training programs have proven effective in increasing the frequency of secondary glances taken by older drivers up to 2 years following the training. However, both the need for a full-scale driving simulator and participant dropout rates because of simulator sickness within training programs continue to limit the applicability of these alternatives. This study used a series of micro-scenarios to train older drivers in secondary glances, thus reducing the potential for participant dropouts resulting from simulator sickness. In addition, driver immersion levels varied across multiple training platforms, ranging from low to medium. A total of 91 participants between 67 and 86 years old were assigned to one of five groups. Three groups were provided active, secondary glance training on a driving simulator (one on a low immersion simulator and two on medium immersion simulators), a fourth group was provided passive training using a PowerPoint presentation, and the last group was a control with no training. Following training, all participants were evaluated in their personal vehicles while wearing head-mounted cameras. The medium immersion group resulted in the highest percentage of secondary glances (82%), whereas the control group resulted in the lowest percentage (42%). The results provide evidence to suggest that the training programs using micro-scenarios in medium and low immersion simulators can increase the frequency of secondary glances without having high dropout rates caused by simulator sickness.

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