Novel use of a virtual driving assessment to classify driver skill at the time of licensure

Walshe, Elizabeth A; Elliott, Michael R.; Römer, Daniel; Cheng, Shukai; Curry, Allison E.; Seacrist, Thomas; Oppenheimer, Natalie; Wyner, Abraham J.; Grethlein, David; Gonzalez, Alexander K.; Winston, Flaura Koplin

doi:10.1016/j.trf.2022.04.009

Cited by 6 publications

(1 citation statement)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While immediate verbal feedback can be beneficial, it could be hard to implement in the driver licensing workflow, and prior work indicates a preference for written feedback reports [7] which allow for re-engagement later [8]. Additionally, as some states have implemented a simulated driving assessment into their driver training and licensing workflow (in addition to the on-road examination for licensure), there is an opportunity to deliver automated personalized feedback reports to all new drivers, informing them of the skills they need to improve to drive safely [9,10].…”

Section: Introductionmentioning

confidence: 99%

Keep It Brief and Targeted: Driving Performance Feedback Report Features to Use with Novice Drivers

et al. 2022

Self Cite

View full text Add to dashboard Cite

Driving evaluations aim to ensure adequate skills; however, feedback beyond pass/fail is needed for improvement. Therefore, the goal of this study was to inform driving feedback report design to ensure ease of use and understandability while motivating improvements. Participants ages 18–25 years (n = 521) were recruited from CloudResearch Prime Panels to rate one of nine report design conditions with various combinations of five key features: performance summary presence, action plan (AP) length, AP order, AP grading system, and peer comparison presence; they then completed questionnaires. Participants were more motivated to improve when a summary was present (p = 0.02); they rated reports easier to use if they had a long AP (p = 0.01), a short AP paired with a summary (p = 0.007), or an AP with a number grade (p = 0.016); and they rated reports easier to understand if they had a short AP (p = 0.002) or an AP ordered by worst-to-best performance (p = 0.05). These results suggest that feedback reports designed with a performance summary and short, targeted action plan starting with the biggest area for improvement are likely to motivate action to improve driving skills while being easy to use and understand. Future research should evaluate the effect of such a redesigned report on driving outcomes among young drivers.

show abstract