State Key Laboratory of Automotive Safety and Energy, Department of Industrial Engineering, Tsinghua University, Beijing, P. R. China.
Traffic Inj Prev. 2010 Oct;11(5):471-7. doi: 10.1080/15389588.2010.495761.
To assess and compare the effectiveness of a simulation-based approach to change drivers' attitudes toward cellular phone use while driving for younger novice and older experienced drivers.
Thirty young novice drivers were tested on a driving simulator in this study. Their performance in dealing with driving tasks was measured for a single task and dual tasks (driving while using a cellular phone) and compared to 30 older experienced drivers tested previously in another study. Half of the younger drivers received video-based feedback regarding their performance in the two conditions, with an emphasis on the contribution of dual-tasking to degraded performance. The other half did not receive any performance feedback. Drivers' perceptions and attitudes toward cellular phone use while driving were investigated by a questionnaire before, immediately after, and again one month following the simulation-based testing for both groups of drivers (feedback; no feedback).
All drivers (including the novice and experienced) reported willingness to engage in driving and talking on a cellular phone in some situations. The simulated driving test showed that a secondary cellular phone task significantly degraded driving performance for both the novice and the experienced drivers. The feedback treatment group (both the novice and the experienced) showed significant attitude change toward cellular phone use while driving (toward being less favorable), whereas the control group had no attitude change. At the one-month follow-up, the benefit of feedback was sustained more so in the experienced driver group than the novice driver group, although both groups still benefited relative to the control conditions.
Simulation-based feedback training is promising for short-term education in novice drivers but may be more effective in the long-term for drivers with higher levels of experience. Drivers with more experience appear to have a greater, more sustained benefit from the training than novices. Additional research is needed to better tailor this education method toward novice drivers.
Simulation-based participative education approach through feedback needs to be better tailored toward novice drivers.
评估和比较基于模拟的方法对改变年轻新手和年长经验丰富的驾驶员在开车时使用手机的态度的效果。
在这项研究中，对 30 名年轻新手驾驶员进行了驾驶模拟器测试。他们在处理单一任务和双重任务（开车时使用手机）方面的表现进行了测量，并与之前在另一项研究中测试的 30 名年长经验丰富的驾驶员进行了比较。年轻驾驶员中的一半人收到了关于他们在两种情况下表现的基于视频的反馈，重点是双重任务对表现下降的影响。另一半人没有收到任何表现反馈。在基于模拟的测试前后，两组驾驶员（反馈；无反馈）都通过问卷调查了他们对开车时使用手机的看法和态度。
所有驾驶员（包括新手和经验丰富的驾驶员）都表示愿意在某些情况下开车和打电话。模拟驾驶测试表明，次要的手机任务会显著降低新手和经验丰富驾驶员的驾驶表现。反馈治疗组（新手和经验丰富的驾驶员）对开车时使用手机的态度发生了显著变化（变得不那么赞成），而对照组则没有态度变化。在一个月的随访中，经验丰富的驾驶员组比新手驾驶员组更能持续受益于反馈，尽管与对照组相比，两组都受益。
基于模拟的反馈培训对于新手驾驶员的短期教育是有希望的，但对于经验更丰富的驾驶员可能更有效。经验丰富的驾驶员似乎比新手从培训中获得更大、更持久的收益。需要进一步研究以更好地针对新手驾驶员调整这种教育方法。
需要更好地针对新手驾驶员调整基于模拟的参与式教育方法。
