Title Building a Platform for the Education and Training of Safe, Eco-Driving
Dept Transportation Safety Division
Year 2013
Month
Price
Summary Using the European practice of eco-driving as an example, drivers are advised to change their gear shifting habits, maintain constant speeds when driving, and to drive at slower speeds. Adhering to these methods allows vehicles to comfortably share the road, thus decreasing traffic accidents and reducing traffic congestion. Additionally these driving methods enhance the efficiency of energy consumption, the long-term benefit being savings of 5 to 7 percent.. Some countries currently incorporate eco-driving into the education and training courses taken by student drivers, providing vivid films and pictures as a reference. Eco-driving education has been as successful as the development of eco-equipment, and is easy to implement in a short period of time. Therefore, based on local and foreign, eco-driving education, this study designed an informational film and teaching materials; with the help of information output equipment, it collected results on the effectiveness of tests to evaluate the possibility of using the teaching materials.
　　This research referred to the practices of countries like the United Kingdom and Australia, and made video records of real, dangerous, driving situations. In order to confirm the main risks and grading standard, the study invited 28 experts (driving instructors) to assist in the evaluation of the hazard awareness tests. This experimental research focuses on 44 student drivers: before receiving driving education and training, each student driver took a pre-test of 10 questions; next these student drivers took the safe driving education and training course designed for this project; students then took a post-test of 10 questions. Results showed that after student drivers received safe-driving education and training their danger perception and cognition were both improved, and their test results were very close to the results of driving experts. This project adopted the Rasch model of item response theory (IRT) to analyze the reliability, validity, and difficulty of the questions on the danger perception tests. The results of goodness of fit for all the tested questions fell in the 95% confidence interval, and separation reliability values were all above 0.9, proving that all the questions met the Rasch model. The prototype of the teaching materials developed by this study can provide highways supervision authorities and driver education agencies with a reference for improving existing education, thereby enhancing drivers’ hazard awareness.
Post date 2013/07/05
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