Factors Influencing Learner Permit Duration

Can a Smartphone Application Be Used to Measure Practice Driving Behavior During the Learner Permit Period? A Step Toward Performance-Based Licensing

Introduction

Supervised practice during the learner stage of graduated driver licensing is required in all U.S. states and some international jurisdictions. Several U.S. states require driving hours to be recorded in a paper logbook, making it susceptible to errors or falsification. A smartphone app that operates as an electronic logbook could serve as an alternative. The purpose of this study was to measure the impact of the logbook format (i.e., paper versus electronic) on self-reported driving behavior.

Design

Parent‒teen dyads were enrolled and assigned to electronic (n=147) and paper (n=131) logbook groups using a block design.

Setting/Participants

This study was conducted in Maryland. Data were collected for 6 continuous months while teenagers held a learner permit between January 2020 and December 2021.

Intervention

Electronic logbook to measure practice driving.

Outcome measure

Self-reported driving between the electronic and paper logbook groups. For those using electronic logbooks, an agreement between self-reported trips and electronic logbook trips and perceptions of using an electronic logbook to measure driving.

Results

There were no statistically significant differences in any measures of self-reported practice driving by logbook type (electronic versus paper). Agreement between self-reported and electronic logbook‒recorded trips ranged between 68.6% and 79.0% (allowing a difference of 2 trips per week). User satisfaction with the electronic logbook was high, with 93.0% of teenagers and 91.9% of parents stating that they would recommend the app to a friend.

Conclusions

An electronic logbook is a viable approach to measuring practice driving. Eventually, it could become part of a system where practice requirements are verified, allowing states to move toward performance-based graduated driver licensing.

Evaluating a smartphone application to increase the quantity and improve the quality of supervised practice driving

BACKGROUND

The learner stage of graduated driver licensing (GDL), when teenagers are supervised by an adult driver, represents an opportunity to develop skills that could confer a safety benefit during their years of independent driving. This paper describes the design of a teenage driving study, which aims to evaluate the impact of a smartphone application, the 'DrivingApp,' to increase the quantity and improve the quality of supervised practice driving.

METHODS

This longitudinal intervention study of teenage drivers and a parent/guardian spans the final 6 months of the learner licence and the first year of independent driving. Participants will be assigned to experimental or control groups using block allocation. Parent-teenage dyads assigned to the intervention arm will receive information about their practice driving via a smartphone application, including miles driven and total drive time. Baseline and monthly surveys will be administered to both experimental and control participants to measure the outcome measures during the learner stage: (1) practice driving amount, (2) consistency and (3) variety. Outcomes during independent driving are (1) self-reported number of attempts at the driving test and (2) number of crashes during the first year of independent driving.

DISCUSSION

Improving the quality of teenagers' supervised practice driving is an unmet research need. This study will contribute to the evidence about what can be done during the learner period of GDL to maximise teenage drivers' safety during the first years of independent driving, when crash risk is highest.

Parent and Teen Factors Associated with the Amount and Variety of Supervised Practice Driving

Despite the fact that a minimum number of practice hours for novice drivers has been widely adopted in the U.S., Australia, NZ and in some European countries, surprisingly little is known about the amount or variety of driving during the learner stage. One factor may be due to the difficulty in obtaining objective measures of the amount and conditions during which practice driving takes place. The purpose of this study was to use objective measures of the amount and variety of practice driving occurring during the learner permit stage, and examine how these differ according to individual and household level characteristics, which were measured at baseline using parent and teen surveys. We found that increased practice was associated with parenting practices, such as parent trust, as well as household income and pre-permit driving experience. Taken collectively, the findings suggest the amount of practice driving may be a function of the motivation or interest of the teen to drive, combined with the quality of the relationship between parents and teens and the household environment within which these characteristics are occurring. Surprisingly, in this study, teens from households with lower incomes gained more practice hours and days. Population level studies examining the association between the family context and how teenagers learn to drive are needed to confirm the findings from this study in a representative sample. The use of both naturalistic and survey methods used in this study demonstrates how they can build on one another.

Distracted Driving, Visual Inattention, and Crash Risk Among Teenage Drivers

INTRODUCTION

Distracted driving resulting from secondary task engagement is a major contributing factor to teenage drivers' crash risk. This study aims to determine the extent to which visual inattention while engaging in distracting secondary tasks contributes to teenage drivers' crash risk.

METHODS

Real-world driving data were collected from a cohort of 82 newly licensed teenagers (average age 16.48 years, SD=0.33) recruited in Virginia. Participants' private vehicles were equipped with data acquisition systems that documented driving kinematics and miles driven, and made video recordings of the driver and driving environment. Data were collected from 2010 to 2014 and analyzed in 2017. The analysis of secondary task engagement was based on 6-second video segments from both crash and random samples of normal driving.

RESULTS

Of a wide range of secondary tasks, only manual cellphone use (OR=2.7, 95% CI=1.1, 6.8) and reaching/handling objects while driving (OR=6.9, 95% CI=2.6, 18.6) were associated with increased crash risk. Drivers' duration of eyes off the road accounted for 41% of the crash risk associated with manual cellphone use and 10% of the risk associated with reaching/handling objects while driving.

CONCLUSIONS

Secondary tasks vary in the risk they introduce to the teenage driver. Manual cellphone use and reaching for objects were found to be associated with increased crash risk. These findings objectively quantify the effect of visual inattention resulting from distracting secondary tasks on teenage drivers' crash risk. Teenage drivers may benefit from technologic and behavioral interventions that will keep their eyes on the road at all times and discourage engagement in distracting secondary tasks.

Crash Risk and Risky Driving Behavior Among Adolescents During Learner and Independent Driving Periods

PURPOSE

Novice adolescents' crash rates are highly elevated early in licensure, despite substantial practicedriving during the learner period. The objectives of this study were to examine the variability in measures of driving risk among adolescents during the learner and early independent driving periods and evaluate how risk varies by driving experience, gender, time of day, and road surface conditions.

METHODS

Objective driving data were collected in a naturalistic cohort study of 90 adolescent drivers with learner driving permit and 131 experienced adult drivers. Participants' private vehicles were equipped with data acquisition system documenting driving kinematics, miles driven, and video recordings of the driver and the driving environment. Crash/near-crash (CNC) and kinematic risky driving (KRD) rates were calculated during the learner and early independent driving periods by gender (female/male), time of day (day/night), and road surface conditions (wet/dry) for adolescents and adults.

RESULTS

CNC and KRD rates of adolescents were similar to adult drivers during the learner period (CNC: incident rate ratio [IRR] = 1.67, confidence interval [CI] = .98-2.82 and KRD: IRR = 1.04, CI = .78-1.40, respectively), but dramatically higher in the first year of independent driving (CNC: IRR = 6.51, CI = 4.03-10.51 and KRD: IRR = 3.95, CI = 2.96-5.26, respectively), and particularly elevated the first 3months of licensure. Adolescent KRD rates were higher for males than females and invariably higher than adult rates during day and night, wet and dry conditions.

CONCLUSIONS

While the learner driving period was relatively safe for adolescents, the transition to independent driving was typified by a dramatic increase in risk among adolescents that was higher than adult rates overall and under varying driving conditions.