Department of Management, Bar Ilan University, Ramat-Gan, Israel.
Department of Management, Bar Ilan University, Ramat-Gan, Israel.
Accid Anal Prev. 2014 Feb;63:30-6. doi: 10.1016/j.aap.2013.09.018. Epub 2013 Oct 19.
The current study set to examine the effects of simulator use in driving instruction on newly licensed drivers, comparing the road safety knowledge and reported intended behavior, as well as the actual driving performance of new drivers. Participants consisted of 280 newly licensed driver, of which 140 whose drivers license training included additional simulator-based lessons, and 140 drivers whose training precluded simulator-based lessons. All drivers answered questionnaires pertaining to their intended safe driving behaviors (according to Ajzen's (2000) theory of planned behavior), and to their traffic safety knowledge. Of the initial sample, 40 drivers received actual driving performance evaluation by an expert driving instructor, as well as by in-vehicle data recorders (IVDRs). We assumed that safer drivers report safer driving intentions, demonstrate greater traffic safety knowledge, evaluated as safer drivers by the driving instructor, and display lower and stable driving parameters on the IVDRs. We hypothesized that theoretical driving studies combined with practical training on simulators will elevate the safety level of novices driving. Hierarchical regression analyses on driving intentions indicated that drivers who did not receive simulator-based lessons demonstrated safer driving intentions compared to drivers who received simulator-based lessons. This pattern possibly indicating the drivers who received simulator-based lessons felt more confident in their driving abilities compared to drivers who did not receive simulated training. No significant difference was found in traffic safety knowledge, or in the evaluation of the expert driving instructor. IDVR data comparisons indicated drivers who received simulator-based lessons braked more often and were less prone to headway events, suggesting a more responsive driving style. These findings do not point to any significant advantage or disadvantage of the current simulator-based driving training over other driving training methods.
本研究旨在考察驾驶教学中模拟器使用对新驾驶员的影响，比较新驾驶员的道路安全知识和报告的意图行为，以及实际驾驶表现。参与者包括 280 名新获得驾照的驾驶员，其中 140 名驾驶员的驾驶培训包括额外的基于模拟器的课程，而 140 名驾驶员的培训则不包括基于模拟器的课程。所有驾驶员都回答了与他们的安全驾驶意图（根据 Ajzen 的（2000）计划行为理论）以及他们的交通安全知识相关的问卷。在最初的样本中，40 名驾驶员接受了专家驾驶教练以及车载数据记录器（IVDR）的实际驾驶表现评估。我们假设更安全的驾驶员会报告更安全的驾驶意图，表现出更高的交通安全知识，被驾驶教练评估为更安全的驾驶员，并在 IVDR 上显示出更低且稳定的驾驶参数。我们假设理论驾驶研究与基于模拟器的实践培训相结合将提高新手驾驶的安全水平。对驾驶意图的层次回归分析表明，未接受基于模拟器的课程的驾驶员比接受基于模拟器的课程的驾驶员表现出更安全的驾驶意图。这种模式可能表明接受基于模拟器的课程的驾驶员对自己的驾驶能力更有信心，而没有接受模拟训练的驾驶员则不然。在交通安全知识或专家驾驶教练的评估方面，没有发现显著差异。IDVR 数据比较表明，接受基于模拟器的课程的驾驶员刹车更频繁，不易发生跟驰事件，表明驾驶风格更具响应性。这些发现并没有指出当前基于模拟器的驾驶培训相对于其他驾驶培训方法有任何明显的优势或劣势。
