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Title: What do driver educators and young drivers think about driving simulators? A qualitative draw-and-talk study
Authors: Rodwell, David
Hawkins, A.N.
Haworth, Narelle
Larue, Gregoire S.
Bates, Lyndel
Filtness, Ashleigh J.
Keywords: Young drivers
Novice drivers
Driver education
Driver training
Goals for Driver Education
GADGET matrix
Graduated driver licensing
Issue Date: 2019
Publisher: © Elsevier BV
Citation: RODWELL, D. ... et al., 2019. What do driver educators and young drivers think about driving simulators? A qualitative draw-and-talk study. Transportation Research Part F: Traffic Psychology and Behaviour, 62, pp. 282 - 293.
Abstract: Evaluation research suggests that professional driver education and training has little effect on reducing the crash involvements of young drivers. Driver education and training programs have been criticised as being unsystematically designed and lacking an empirical or theoretical basis. The Goals for Driver Education (GDE) is a theoretical framework developed to address these criticisms. The GDE defines four hierarchical levels of driving behaviours and influences on driving and three individualised Person-specific factors that should be considered in driver education and training programs. The aim of this study was to compare and contrast, in a methodologically rigorous manner, the perceptions that young drivers (n = 22; Mage = 17.80 years, SD = 6.54 months) and driver educators (n = 10; Mage = 54.5 years, SD = 9.21 years) have of a professional driver education and training course they participated in or facilitated. Eight semi-structured focus groups were conducted and the GDE was used to direct the collection and analysis of the data. Young drivers mainly discussed basic driving skills located on the lower levels of the GDE rather than higher level abstract factors that increase risk for young drivers. Driver educators tended to group particular GDE levels and Person-specific factors together when discussing the driving course and paid limited attention to Goals and contexts of driving. Results suggest that driver educators should provide direct instruction regarding the more abstract social and contextual factors that influence driving to potentially increase the efficacy of driver education and training as a safety countermeasure.
Description: This paper is in closed access until 2nd Feb 2020.
Sponsor: This research was supported by the Australian Government through the Australian Research Council's Linkage Projects funding scheme (project LP140100409).
Version: Accepted for publication
DOI: 10.1016/j.trf.2019.01.008
URI: https://dspace.lboro.ac.uk/2134/36857
Publisher Link: https://doi.org/10.1016/j.trf.2019.01.008
ISSN: 1369-8478
Appears in Collections:Closed Access (Design School)

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