A thousand years of crash experience in three hours: An online hazard perception training course for drivers

The effect of dual training on the hazard response and attention allocation of novice drivers when driving with advanced driver assistance system

To ensure traffic safety when driving with an advanced driving assistance system (ADAS), drivers are still required to take over control of the vehicle in case of emergency. Drivers' takeover performance jointly relies on their capability to anticipate the potential hazards in traffic scenarios and an appropriate understanding of ADAS capabilities. However, previous research mostly focused on strengthening drivers' understanding of ADAS capabilities but ignored drivers' hazard perception capabilities when using ADAS - the latter is especially weak among novice drivers. This study proposed and evaluated three training methods for novice drivers, i.e., ADAS training only (AD training), hazard perception training only (HP training), and AD+HP training. Their effectiveness on drivers' attention allocation strategies and responses to hazardous scenarios when handling hazardous scenarios with different levels of complexity were evaluated among 32 novice drivers in a driving simulator study. Results show that the proposed AD+HP training outperformed AD training and HP training in terms of attention allocation strategies (i.e., wider distribution of attention) and responses in hazardous scenarios (i.e., quicker and more attention to cues of importance and larger minimum time gap). However, the effectiveness of all kinds of training was weakened in more complex scenarios. Findings from this study provide insights into driver training in the context of driving automation.

The efficacy of hazard perception training and education: A systematic review and meta-analysis

BACKGROUND

Hazard perception (HP) has been argued to improve with experience, with numerous training programs having been developed in an attempt to fast track the development of this critical safety skill. To date, there has been little synthesis of these methods.

OBJECTIVE

The present study sought to synthesise the literature for all road users to capture the breadth of methodologies and intervention types, and quantify their efficacy.

DATA SOURCES

A systematic review of both peer reviewed and non-peer-reviewed literature was completed. A total of 57 papers were found to have met inclusion criteria.

RESULTS

Research into hazard perception has focused primarily on drivers (with 42 studies), with a limited number of studies focusing on vulnerable road users, including motorcyclists (3 studies), cyclists (7 studies) and pedestrians (5 studies). Training was found to have a large significant effect on improving hazard perception skills for drivers (g = 0.78) and cyclists (g = 0.97), a moderate effect for pedestrians (g = 0.64) and small effect for motorcyclists (g = 0.42). There was considerable heterogeneity in the findings, with the efficacy of training varying as a function of the hazard perception skill being measured, the type of training enacted (active, passive or combined) and the number of sessions of training (single or multiple). Active training and single sessions were found to yield more consistent significant improvements in hazard perception.

CONCLUSIONS

This study found that HP training improved HP skill across all road user groups with generally moderate to large effects identified. HP training should employ a training method that actively engages the participants in the training task. Preliminary results suggest that a single session of training may be sufficient to improve HP skill however more research is needed into the delivery of these single sessions and long-term retention. Further research is also required to determine whether improvements in early-stage skills translate to improvements in responses on the road, and the long-term retention of the skills developed through training.

The human-factors' challenges of (tele)drivers of Autonomous Vehicles

Autonomous capabilities, including Autonomous Vehicle (AV) technology, aim to reduce human effort, extend capabilities, and enhance safety. While AVs offer societal benefits, human intervention remains necessary, especially in complex situations. As communication technology advances, human intervention is possible from remote sites. In such remote locations, highly skilled tele-drivers (TEDs) are ready to face situations too complicated for the AV. However, current work still needs a comprehensive mapping of the challenges that TEDs would face. Some of these challenges are shared with IVDs but may have stronger or weaker effects on the remote driver's ability to maintain safety. Other challenges, such as limited situational awareness of the road scene, the indirect experience of vehicle motion, and communication latency, are unique to TEDs. We assess the challenges, comparing their impact on TEDs versus IVDs, and explore technological countermeasures aimed at mitigating specific challenges encountered by TEDs. Lastly, we identified knowledge gaps and areas lacking understanding in the literature, highlighting avenues for future research and practical implications for practitioners.

Assessing the effectiveness of psychoeducational interventions on driving behavior: A systematic review and meta-analysis

This review aimed to quantitatively summarize the evidence concerning the effectiveness of psychoeducational interventions on driving behavior. A final pool of 138 studies, totaling approximately 97,000 participants, was included in the analyses and covered all types of driving behavior targeted by the interventions. Using a random effects model, significant results were found for almost all driving outcomes, both post-intervention and long-term. The strongest effect was for reducing distracted driving at post-intervention (d = 1.87 [1.12, 2.60], Z = 4.94, p < 0.001). The only non-significant effects were for reducing errors in the long term (d = 0.50 [-0.87, 1.86], Z = 0.71, p = 0.48) and driving under the influence at post-intervention (d = 0.35 [0.00, 0.71], Z = 1.96, p = 0.05). Concerning which type of intervention was more effective, feedback, training and motivational ones appear to work best. Educational interventions show only weak effects, while awareness interventions seem mostly ineffective. Overall, our results show that most interventions can reduce different types of driving behaviors, but there are specific aspects to be considered based on the targeted behavior.

Road Hazard Stimuli: Annotated naturalistic road videos for studying hazard detection and scene perception

Driving requires vision, yet there is little empirical data about how vision and cognition support safe driving. It is difficult to study perception during natural driving because the experimental rigor required would be dangerous and unethical to implement on the road. The driving environment is complex, dynamic, and immensely variable, making it extremely challenging to accurately replicate in simulation. Our proposed solution is to study vision using stimuli which reflect this inherent complexity by using footage of real driving situations. To this end, we curated a set of 750 crowd-sourced video clips (434 hazard and 316 no-hazard clips), which have been spatially, temporally, and categorically annotated. These annotations describe where the hazard appears, what it is, and when it occurs. In addition, perceived dangerousness changes from moment to moment and is not a simple binary detection judgement. To capture this more granular aspect of our stimuli, we asked 48 observers to rate the perceived hazardousness of 1356 brief video clips taken from these 750 source clips on a continuous scale. These ratings span the entire scale, have high interrater agreement, and are robust to driving history. This novel stimulus set is not only useful for understanding drivers' ability to detect hazards, but is also a tool for studying dynamic scene perception and other aspects of visual function. While this stimulus set was originally designed for behavioral studies, researchers interested in other areas such as traffic safety or computer vision may also find this dataset a useful resource.

Behind the wheel: Probing into personality, skills, and driving behavior's role in bus rapid transit crashes

OBJECTIVE

Personality traits and driving skills are significantly associated with driving behaviors and crashes. In the case of professional bus drivers, the relationships amongst these variables have not been sufficiently examined in terms of road crashes. Therefore, this study seeks to examine the relationship between personality traits, driving skills, driving behaviors, and crash involvement among Bus Rapid Transit (BRT) drivers.

METHODS

The study employed a comprehensive data collection strategy involving self-reported questionnaires, including the driver behavior questionnaire, driver skill inventory, and Big Five inventory, alongside Global Positioning System (GPS)-extracted speeding data from a sample of 166 drivers. To explore the relationship between variables, the study utilized the Partial Least Squares Structural Equation Model (PLS-SEM) as the analytical method.

RESULT

The findings reveal that self-reported violations and actual speeding performed by drivers were positively associated with crash involvement, whereas positive driving behavior negatively influences violation, errors, speeding and crash involvement. The study also found that the safety skills were negatively associated with violations, errors, and speeding, while higher perceptual-motor skills were associated with higher instances of speeding violations, resulting to a higher possibility of getting involved in a crash. Finally, the study reveals that certain personality traits (extraversion and neuroticism) were positively associated with violations, errors, and speeding, leading to a higher risk of getting involved in crashes, whereas certain personality traits (conscientiousness and agreeableness) were associated with safe driving.

CONCLUSION

The study findings offer valuable insights into the predictors of crashes among professional BRT drivers, which can be used to enhance driving practices, ensuring the safety of the public. Moreover, these findings provide transportation agencies with better management and decision-making capabilities to implement effective interventions to improve road safety.

Analysis of coping capacities and cognitive biases of novice drivers-A questionnaire-based study

Coping capacity is a key aspect of driver-vehicle interaction when drivers observe and make decisions, and is of great importance for drivers. However, different drivers have different self-cognition and assess their driving abilities differently, especially for novice drivers. Based on questionnaire data, this study has investigated the coping capacities of drivers in both static environments and dynamic environments. With the ANOVA analysis method and the structural equation model (SEM), this study has verified the effects of gender and driving factors (driving years, driving frequency, driving time) on drivers' coping capacities based on drivers' self-assessment scores and mutual assessment scores. Drivers' self-assessment scores show significant effects of all factors on drivers' coping capacities, and drivers' mutual assessment scores show significant effects of all factors, excluding driving time, on drivers' coping capacities. Also, it has been found that all drivers in the driving year group have cognitive biases. It seems that first-year drivers are always overconfident with their driving skills, while drivers with a driving experience of more than three years usually score driving skills of themselves and other drivers most conservatively. With increased exposure to various traffic conditions, experienced drivers are more aware of their limitations in dealing with complex traffic situations, while novice drivers do not know their lack of capability to properly respond to any unexpected situation they could encounter.

Hazard perception training effectiveness on experienced drivers: decay of improvement in the follow-up

A variety of road hazard perception training programmes have been proposed recently, based on the assumption that these skills contribute to lower crash rates across different countries. However, the long-term effectiveness of suggested programmes has been under-investigated. The main objective of this study is to explore the long-term effectiveness of online hazard perception training for experienced drivers and examine the moderating role of driving self-efficacy. Fifty-six experienced drivers (21 males and 35 females) were assigned to the experimental (n = 31) or the control (n = 25) group. The experimental group received two 45 min session interventions; the control group received no intervention. The effectiveness of the programme was tested by the change in scores of Lithuanian hazard prediction test (HPT) LHP12 that was conducted before training (pre-test), immediately after training (post-test) and six months after training (follow-up). The twelve-item Adelaide Driving Self-Efficacy Scale (ADSES; George et al., 2007) was used to measure self-reported driving self-efficacy at the pre-test. The results revealed a significant increase in hazard prediction scores immediately after training, but the short-term effect of training decayed at follow-up. Experienced drivers with higher self-efficacy developed better hazard prediction skills during training. The results confirmed short-term effectiveness of the programme.

Investigation of intervention methods based on different leading roles in family regarding child road safety education: An experimental study

Children are vulnerable to traffic injuries due to their low hazard perception. Previous studies have indicated that both parents and children have potential leading roles in safety education within the family. However, the effects of different leading roles (parents or children) on the hazard perception of children have not yet been revealed, and interactive education with children in the leading roles could also be an important means to enhance children's road safety. To fill this gap, based on constructivism theory and the Feynman learning method, this study proposed two methods of enhancing children's hazard perception based on different leading roles in the family regarding child road safety education and investigated the effectiveness of the above intervention methods. Thirty sets of parents and children participated in this experiment and were divided into three groups. The children received one of three different road safety interventions: a constructivism intervention, a parental guidance intervention or a children's Feynman learning intervention. Compared with the constructivism intervention, the hazard perception of children who received road safety educations within the family were significantly improved; these children were more sensitive to potential traffic hazard factors and presented better visual search patterns. A comparative analysis showed that the two educational interventions based on different leading roles in the family regarding child road safety education were not identical with respect to effectiveness. The children's Feynman learning intervention had a more significant effect than the parental guidance intervention. The findings of this study provide insightful information for safety education researchers, governments, educators and families with children.

Designing a Driver’s Hazard Perception Test Based on the Neural Brain Images Analysis (fMRI)

Background: Studies show that weakness in hazard perception is a major cause of traffic accidents, leading to high consequences. Objectives: This study aimed to design a valid and reliable driver’s Hazard Perception Test (HPT) based on neural imaging, reaction time, and miss rate in two groups of experienced and inexperienced drivers. Methods: Different roads, including urban, intercity, and rural, were filmed from drivers’ visual angles to examine the real road conditions. All videos were screened according to some quality factors. Then, hazard onset was determined for screened videos. The validity of the test was performed in three steps. Miss rates and reaction times to hazardous situations were measured. In the second step, 35 selected videos were broadcasted to 16 experienced and 16 novice drivers on a functional magnetic resonance imaging (fMRI). Finally, using 18 videos with statistically significant differences in neuro-cerebral neuronal activity, miss rate and reaction time were picked up for driver’s HPT. Results: The mean differences in reaction time, miss rate, and active neurons in the task of perceiving hazards in two groups of drivers were equal to 1.58 seconds, 29.55%, and 5248 neurons, respectively. There was a significant correlation between active neurons and miss rate (r = 0.556, P < 0.001). Eventually, the 18-videos of the valid test became HPT software. Conclusions: Application of this valid test is suggested for assessing the hazard perception of drivers, particularly those who are responsible for transporting staff and goods in the studied country.

Improved Perception of Motorcycles by Simulator-Based Driving Education

Research shows that about half of all motorcycle collisions with other vehicles were caused by the accident opponent, typically a passenger car. This study aimed to assess the effect of simulator training on improving car drivers’ perceptibility of motorcycles and thereby addressing this frequent type of motorcycle accident from the perspective of the initiator. For this purpose, a training program with different methods was conducted and tested in a driving simulator with 80 learner drivers aged between 15 and 27 years, assigned to a control group and three training groups: variable priority, equal priority, and equal priority with warning. The conflict scenarios were determined based on an analysis of motorcycle–car accidents. The variable priority training program resulted in better perceptibility of motorcycles as compared to the equal priority training program and equal priority with warning in two out of four test setups, i.e., urban roads with high contrast between motorcycle and the driving environment and on rural roads with a low contrast. Most participants rated each training method in the driving simulator as useful and would recommend it to other learner drivers. These results are important because they show that simulator training has a positive effect on the motorcycle detection performance of learner drivers. The early perception of motorcycles in car drivers is essential for preventing collisions between cars and motorcycles.

Learner drivers (and their parent-supervisors) benefit from an online hazard perception course incorporating evidence-based training strategies and extensive crash footage

We previously found that a six-session online hazard perception training course, which incorporates evidence-based learning strategies and footage of over a hundred real crashes, improved hazard perception skill and reduced risk-taking intentions in novice drivers who had passed their on-road driving test within the previous three years. However, one issue with targeting crash-prevention training at individuals who are already driving unsupervised is that drivers are at their highest crash risk immediately after they pass their on-road driving test. That is, the training may arrive too late to protect drivers while they are at their most vulnerable. It is also possible that it may prove difficult to persuade drivers to complete an unsupervised training course if they are already licensed to drive independently. Given that learner drivers cannot drive unsupervised, and that they are typically supervised by a parent, one potential strategy is to target the training at learners and to ask their parents to provide one-on-one mentoring throughout the course. We therefore recruited learner driver/parent-supervisor dyads to participate in a randomized control study, with the objective of examining the effects of the hazard perception training course on aspects of driving behaviour associated with crash risk (as measured using validated computer-based tests). Outcome measures included two hazard perception skill assessments (a response time hazard perception test and a verbal response hazard prediction test), and three tests assessing aspects of risk-taking propensity in driving (speed choice, following distance, and gap acceptance). Learners who completed the course (N = 26) significantly improved their scores on both hazard perception skill measures, and also chose safer following distances, compared with a waitlist control group (N = 23). However, the training did not significantly reduce learners' speed choice or gap acceptance propensity. The hazard perception skill of parent-supervisors, who observed the course but did not complete it, also improved on both hazard perception measures, relative to controls. Additionally, both learners and their parent-supervisors reported a range of positive effects on the learners' real-world driving performance. These results suggest that this type of hazard perception training could be beneficial if deployed during the learner phase of driver licensing.

Risky Decision-Making and Hazard Prediction are Negatively Related and Could Be Assessed Independently Using Driving Footage

Introduction

Traffic collisions are a principal cause of death in Europe, disproportionately affecting young drivers. Driving safety depends not only on our ability to anticipate and respond to dangers on the road but also on the level of risk we are willing to engage within our own driving behaviour.

Methods

Hazard prediction (HPr) and risky decision-making (RDM) tests were given to three groups of young Spaniards (169 participants): 54 non-drivers (M=20), 65 novice (M=21) and, 50 experienced drivers (M=26 years old). Both tests presented participants with video clips of driving recorded from the driver’s perspective. The HPr test contained hazardous situations caused by the actions of another road user (eg, a pedestrian crossing the road). Each HPr clip was occluded as a hazard began to unfold and participants were asked to predict “what happens next?” They selected their answer from four on-screen options. The RDM test used clips where any imminent danger would be provoked by the film-car driver’s risky behaviour (eg, overtaking illegally). Participants were asked to report the probability of following certain types of risky behaviour (eg, “Would you go forward with the lights on amber?” or “Would you overtake the cyclist/lorry/bus at this point?”). In addition, the effect of the locality of the driving scenarios was manipulated: they could take place in the participant’s native country (Spain) or in a different country (UK).

Results

Non-drivers and novice drivers were less able to predict upcoming hazards and more likely to make risky decisions. Driving scenarios from another country (UK) provoked riskier decisions than those from the participants’ home country (Spain).

Conclusion

Improvement in HPr skills among novice or new drivers poses a huge challenge as far as driver training is concerned, though it is only part of the solution. Young inexperienced drivers’ willingness to engage in risky behaviour also needs to be tackled. Our results suggest that such RDM can be assessed in a similar way to HPr skill, using a naturalistic approach, which raises the possibility of assessing and training drivers on a wider range of safety-related behaviours.