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2017•QUT ePrints (Queensland University of Technology)Open access

Developing a technology based driver education Intervention: Theory and practice

Alana Hawkins, David Rodwell, Lyndel Judith Bates, Grégoire S. Larue, Ashleigh Filtness

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Abstract

Driving simulators, and other new technologies, may be useful in increasing the effectiveness of traditional driver education and training programs as a safety countermeasure for young novice drivers. This paper looks at the process of working with industry partners to explore how new technology can be incorporated into an existing driver education program and test its efficacy in improving young novice driver safety. The Goals for Driver Education (GDE) theoretical framework underpinned the design and choice of intervention. Technology acceptance, practicality and efficiency were major considerations in the design process. A PC based, commentary drive intervention was selected.

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What this paper is about

Driving simulators, and other new technologies, may be useful in increasing the effectiveness of traditional driver education and training programs as a safety countermeasure for young novice drivers. This paper looks at the process of working with industry partners to explore how new technology can be incorporated into an existing driver education program and test its efficacy in improving young novice driver safety. The Goals for Driver Education (GDE) theoretical framework underpinned the design and choice of intervention. Technology acceptance, practicality and efficiency were major considerations in the design process. A PC based, commentary drive intervention was selected.

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Available abstract

Driving simulators, and other new technologies, may be useful in increasing the effectiveness of traditional driver education and training programs as a safety countermeasure for young novice drivers. This paper looks at the process of working with industry partners to explore how new technology can be incorporated into an existing driver education program and test its efficacy in improving young novice driver safety. The Goals for Driver Education (GDE) theoretical framework underpinned the design and choice of intervention. Technology acceptance, practicality and efficiency were major considerations in the design process. A PC based, commentary drive intervention was selected.

Key concepts: Intervention (counseling), Process (computing), Countermeasure, Test (biology), Engineering, Computer science, Psychology, Knowledge management

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