1. automated feedback on viewing skills lowers accident involvement
Jorrit Kuipers
CTO owner / PhD Candidate

3. first driving exam (car)
novice drivers who PASS are more involved in accidents than novice drivers who FAIL
(Renge 1983, Fortsigh et al. 1997, Wells et al. 2008)

4. skill automation / erosion
we constructed a new learning theory MENTAL TRANSITION
based on cognitive psychology
skill automation / erosion

5. repetition strengthens retention
80% of NEW information is lost within 1 month (Ebbinghaus 1885)
forgetting follows a power function ( Wixted 1990)
repetition strengthens retention

8. people who are unskilled face a dual burden
they make erroneous conclusions and unfortunate choices
their incompetence robs them of the metacognitive ability to realize it
becoming competent (experience) increase the metacognitive ability and lowers unfortunate choices
(Kruger & Dunning 1999)

9. incompetent CAR drivers are not able to recognize erosion-of-skills
they need feedback

10. automated feedback on viewing skills head tracking with a webcam
Drive Master C (car) driving simulator

12. auditive feedback on viewing and driving speed
red areas
visual warnings
auditive feedback on viewing and driving speed

14. 1 - did you pass the first driving exam?
in 2015 we started an effect study under 22,881 persons
MAIN questions
1 - did you pass the first driving exam?
2- how many (severe) accidents had you been involved within the first year of having a driver’s license?

15. Age when obtaining the driving license Mdn=18.92 Mdn=19.67
Simulator: 72.2% (N=1760)
Control: 27.8% (N=679)
Age when obtaining the driving license
Mdn=18.92
Mdn=19.67
Age when filling in the questionnaire
Mdn=22.00
Mdn=24.00
Months in possession of driving license
Mdn=28.00
Mdn=44.00
Sex
Male
37.0%
42.1%
Female
63.0%
57.9%
Education level
Higher
75.1%
81.7%
Lower
24.5%
17.8%
Distance driven in first year (km) – 12 or more months in possession of license
Mdn=
N=1368
Mdn=
N=622

16. TRANSFER during the first driving exam
target group = simulator students / feedback on viewing skills / 8 or more simulator lessons
control group 1 = simulator students / no feedback on viewing skills / 7 or less simulator lessons
control group 2 = students who did not follow simulator lessons
TRANSFER during the first driving exam
The passing rate on the first driving exam was for the target group 60% and for the control group 1 52%. A hazard perception training increased the passing rate of the target group to 82%.
the Dutch national average was 48% in the period between 2008 and 2015

18. RETENTION in the first 12 months after licensing
target group = simulator students / feedback on viewing skills / 8 or more simulator lessons
control group 1 = simulator students / no feedback on viewing skills / 7 or less simulator lessons
control group 2 = students who did not follow simulator lessons
RETENTION in the first 12 months after licensing
The target group had an average accident involvement of 5,1%. Control group 1 had an average accident involvement of 13,8%. Control group 2 had an average accident involvement of 9,9%.
the Dutch national average is 7,5%

19. target group = simulator students / feedback on viewing skills / 8 or more simulator lessons
control group 1 = simulator students / no feedback on viewing skills / 7 or less simulator lessons
control group 2 = students who did not follow simulator lessons
EXPOSURE
The control group 2 drove km in the first 12 months. The target group drove km. After correction for the exposure, the risk of being involved in an accident for simulator students who followed driving lessons on a simulator with automated visual feedback was 31% lower than for students who only followed driving lessons on road.

20. target group = simulator students / feedback on viewing skills / 8 or more simulator lessons
control group 1 = simulator students / no feedback on viewing skills / 7 or less simulator lessons
control group 2 = students who did not follow simulator lessons
ACCIDENT forecast
The Driver Safety Score DDS of the driving style test and the Learning Style of a learning style questionnaire had weak but significant correlations with accident involvement on the road in the first 12 months after licensing.
Significant differences in accident involvement were also found between gender, age groups and education types.
NOTE: the USA Food & Drug Agency allows the DDS as valid proof of (no) side effects of medicine on driving

21. we constructed a new interface design methodology
Data Centered Design
monitoring automation of skills and EROSION of skills
procedures are the algorithms that produce the data

22. AUTOMATION LEVELS

23. Multi Variable Analysis

24. CONCLUSIONS
Our research showed significant differences in passing rates and accident involvement between (former) students who received automated feedback on their viewing skills and (for) students who did not get this feedback during training.
These transfer and retention differences had a positive correlation with the amount of simulator lessons followed by the (former) students. The more simulator lessons followed with automated feedback on viewing skills, the bigger the differences between the groups
These effects clearly indicate a positive effect of our new learning theory MENTAL TRANSITION on transfer and retention of safe driving skills. However, influence of self-selection, self-reporting, and non-randomised testing should be taken into account.

25. SUGGESTIONS
use automated feedback on driving skills before and after licensing
(this could be done in-car, with a driving simulator or using e-learning with driving simulation)
use simulators as sensors for data collection to monitor skill automation & erosion
focus on retention instead of transfer
and study the validity of simulator training and assessment

26. development of a shared source architecture (on going)
NEXT STEPS
software driving license for autonomous vehicles in cooperation with the Netherlands Vehicle Authority (RDW) and Netherlands Driver Test Authority (CBR) – new ISO standard –
effect study hazard perception training, decrease of accident involvement under professional drivers (truck, bus & emergency vehicles)
‘procedure editor’ for non programmers to build their own curricula with automated feedback
development of a shared source architecture (on going)

27. questions? jorrit@greendino.nl acknowledgement
this research is supported by the Dutch Ministry of Economic Affairs