scholarly journals What Kind of Steps Shall we Implement from the GDE Matrix Into Driver Education of Hungary to Decrease Risk of Accident Among Novice Drivers?

2016 ◽  
Vol 14 ◽  
pp. 3821-3828 ◽  
Author(s):  
Diána Sarolta Kiss
Keyword(s):  
Driver Education ◽  
Novice Drivers

Driver Education Curriculum Outline

1998 ◽  
Vol 42 (20) ◽  
pp. 1396-1400 ◽  
Author(s):  
Lawrence P. Lonero ◽  
Kathryn M. Clinton ◽  
Douglas M. Black
Keyword(s):  
Program Development ◽  
Traffic Safety ◽  
Traditional Education ◽  
Education Curriculum ◽  
Driver Education ◽  
Novice Drivers ◽  
New Developments ◽  
Effective Role ◽  
Education Model ◽  
Crash Reduction

The purpose of the AAA Foundation for Traffic Safety outline project was to initiate program development which could lead to “reinventing” a more intensive, comprehensive, and effective driver education system, which could lead to crash reduction in novice drivers. The project reviewed knowledge in a number of areas — driver education effectiveness, novice drivers' needs, and methods of instruction and behavioral influence. The traditional education model used for driver education is inadequate, and fundamental changes in content, methods, and organization are needed. New developments and synergies among education methods, training technologies, organizational change, and demand for quality promise a new and more effective role for driver education in the 21st Century.

scholarly journals Implementing Surrogate Safety Measures in Driving Simulator and Evaluating the Safety Effects of Simulator-Based Training on Risky Driving Behaviors

2020 ◽  
Vol 2020 ◽  
pp. 1-12
Author(s):  
Eunhan Ka ◽  
Do-Gyeong Kim ◽  
Jooneui Hong ◽  
Chungwon Lee
Keyword(s):  
Driving Simulator ◽  
Driver Education ◽  
Risky Driving ◽  
Safety Measures ◽  
Novice Drivers ◽  
Elderly Drivers ◽  
Driving Behaviors ◽  
Commercial Drivers ◽  
Surrogate Safety Measures ◽  
Risky Driving Behaviors

Human errors cause approximately 90 percent of traffic accidents, and drivers with risky driving behaviors are involved in about 52 percent of severe traffic crashes. Driver education using driving simulators has been used extensively to obtain a quantitative evaluation of driving behaviors without causing drivers to be at risk for physical injuries. However, since many driver education programs that use simulators have limits on realistic interactions with surrounding vehicles, they are limited in reducing risky driving behaviors associated with surrounding vehicles. This study introduces surrogate safety measures (SSMs) into simulator-based training in order to evaluate the potential for crashes and to reduce risky driving behaviors in driving situations that include surrounding vehicles. A preliminary experiment was conducted with 31 drivers to analyze whether the SSMs could identify risky driving behaviors. The results showed that 15 SSMs were statistically significant measures to capture risky driving behaviors. This study used simulator-based training with 21 novice drivers, 16 elderly drivers, and 21 commercial drivers to determine whether a simulator-based training program using the SSMs is effective in reducing risky driving behaviors. The risky driving behaviors by novice drivers were reduced significantly with the exception of erratic lane-changing. In the case of elderly drivers, speeding was the only risky driving behavior that was reduced; the others were not reduced because of their difficulty with manipulating the pedals in the driving simulator and their defensive driving. Risky driving behaviors by commercial drivers were reduced overall. The results of this study indicated that the SSMs can be used to enhance drivers’ safety, to evaluate the safety of traffic management strategies as well as to reduce risky driving behaviors in simulator-based training.

scholarly journals The practical part of train driver education: experience, expectations, and possibilities

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Niklas Olsson ◽  
Björn Lidestam ◽  
Birgitta Thorslund
Keyword(s):  
Practical Experience ◽  
Professional Expertise ◽  
Driver Education ◽  
Time Efficiency ◽  
Novice Drivers ◽  
Web Based ◽  
Education Experience ◽  
Severe Accidents ◽  
Special Cases ◽  
Train Driver

Abstract Objectives The internship period of the Swedish train driver education was examined in terms of which types of situations can be sufficiently encountered in order to develop expertise to handle them safely and efficiently, and to quantify and specify the gap in expertise between expert and novice drivers in terms of risk of error and time efficiency. Focus was on special cases (i.e., situations that occur rarely but may cause severe accidents if not handled correctly and efficiently). Methodology Data on which situations and special cases a driver's student can be expected to experience during the internship period were collected via a web-based questionnaire. Also, ratings of expectations on novice and expert drivers were obtained from train driver educators, employers, and instructors with the purpose of comparing the expectations with the novices practical experience. Results and conclusions The main results suggest that many special cases are generally insufficiently practiced during the internship and therefore should be practiced in simulators; that both experienced and novice drivers prioritize safety over efficiency; and that expectations on novice drivers are realistic considering their limited professional expertise.

scholarly journals Exploring the Dimensions of Driving Instruction through Naturalistic Observation of Formal Practical Lessons with Learner Drivers

2020 ◽  
Vol 2674 (3) ◽  
pp. 219-231 ◽  
Author(s):  
Natalie Watson-Brown ◽  
Bridie Scott-Parker ◽  
Bruce Simons-Morton ◽  
Teresa Senserrick
Keyword(s):  
Best Practice ◽  
A Priori ◽  
Higher Order ◽  
Crash Risk ◽  
Naturalistic Observation ◽  
Driver Education ◽  
Driver Training ◽  
Novice Drivers ◽  
Young Drivers ◽  
Road Crash

Higher-order driving skills (HO-DS) are deficient in young drivers who are over-represented in road crash fatalities and serious injuries. Teaching HO-DS has strong theoretical support in reducing crash risk. This study contributes to the dearth of literature regarding on-road driver training that can develop these skills. Higher-order driving instruction (HO-DI) is explored in formal on-road driving lessons (in Queensland, Australia) via naturalistic observation. Fifteen instructors and 96 learner drivers aged 16–19 years were recruited, with 110 lessons observed. An HO-DI coding taxonomy informed by the Goals for Driver Education ( 24) was used for content analysis using an a priori approach, comprising eight HO-DI codes: driving plan (formerly driving route), vehicle control and maneuvering, mastery of traffic situations, surveillance, situational risk (formerly environmental variables), personal risk (formerly knowledge of risk), car function (formerly car knowledge), and distraction. Thirty-nine sub-themes were identified within the codes allowing a deeper understanding of instruction, including missed (unseen) and untaken (seen but not actioned) HO-DI opportunities. The findings inform recommendations for the development of best practice HO-DI. This study has implications for the driver training industry with potential for reducing the crash risk of young novice drivers.

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