Changing drivers' minds: the evaluation of an advanced driver coaching system
Changing drivers' minds: the evaluation of an advanced driver coaching system
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改变驾驶员的想法：先进驾驶员教练系统的评估
作者：
Neville A. Stanton;G. Walker;M. Young;T. Kazi;P. Salmon
本文介绍了一种先进的驾驶员训练系统的研究。该研究区分了不同类型的许可证后方案，以探索一种基于识别和应对危险的模型的系统，称为“信息、位置、速度、档位和加速度”。以前的文献一直怀疑先进的驾驶员教育的好处，因此，本研究的目的是控制教练司机在“IPSGA”系统（治疗组）对被陪同的影响（对照组1），以及单纯的时间效应（对照组2）的影响。在驾驶员训练开始之前（作为基线测量）和8周后（观察是否发生任何变化）进行测量。这些措施包括驾驶知识，通过驾驶后的采访，驾驶技能和驾驶员的态度，使用控制点量表的意见。结果表明，先进的驾驶员教练使用IPSGA系统有一个有益的影响，所有这些措施。在教练的条件下，驾驶员提高了他们的情况意识，驾驶技能和减少归因的外部控制源。这项研究提供了支持的情况下，一对一的个性化驾驶教练使用系统的驾驶模型。
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.