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"Distracted driving"
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Behavioral Interventions for Increasing Seat Belt Use and Decreasing Distracted Driving Using Telematics: A National Randomized Trial
Objectives. To test low-cost, scalable interventions designed to encourage seat belt use (primary outcome) and discourage handheld phone use while driving. Methods. A randomized controlled trial assigned 1139 consenting General Motors‒connected vehicle customers in the United States to 1 of 4 groups for a 10-week intervention: (1) control, (2) behavioral engagement, (3) behavioral engagement plus raffle, and (4) behavioral engagement plus shared pot. Behavioral engagement involved education, personalized tips, a “wish outcome obstacle plan” exercise, and weekly feedback about buckling and handheld-free streaks. Participants in the behavioral engagement plus raffle group also earned a chance at a $125 prize each week they had a buckling or handheld-free streak. Those in the behavioral engagement plus shared pot group earned an equal share of this prize for each streak. The intervention was delivered virtually in spring 2023. Results. Participants in the behavioral engagement plus shared pot group had a higher buckling rate (91.3%) than those in the behavioral engagement plus raffle (89.5%), behavioral engagement (89.4%), or control (88.3%) groups—differences that remained significant at follow-up. Handheld phone use did not differ significantly. Conclusions. A behavioral intervention with a shared pot incentive could be delivered at scale to reduce injuries and deaths associated with vehicular crashes. Trial Registration. ClinicalTrials.gov identifier: NCT05469477. ( Am J Public Health. 2025;115(5):758–768. https://doi.org/10.2105/AJPH.2024.307980 )
Journal Article
An intelligent network framework for driver distraction monitoring based on RES-SE-CNN
As the quantity of motor vehicles and drivers experiences a continuous upsurge, the road driving environment has grown progressively more complex. This complexity has led to a concomitant increase in the probability of traffic accidents. Ample research has demonstrated that distracted driving constitutes a primary human - related factor precipitating these accidents. Therefore, the real - time monitoring and issuance of warnings regarding distracted driving behaviors are of paramount significance. In this research, an intelligent driver state monitoring methodology founded on the RES - SE - CNN model architecture is proposed. When compared with three classical models, namely VGG19, DenseNet121, and ResNet50, the experimental outcomes indicate that the RES - SE - CNN model exhibits remarkable performance in the detection of driver distraction. Specifically, it attains a correct recognition rate of 97.28%. The RES - SE - CNN network architecture model is characterized by lower memory occupancy, rendering it more amenable to deployment on vehicle mobile terminals. This study validates the potential application of the intelligent driver distraction monitoring model, which is based on transfer learning, within the actual driving environment.
Journal Article
Texting 1, 2, 3
\"When Mr. Trigg tells Samantha and Michael that they should write an article about texting, they are both annoyed. Texting? Texting is just something kids do for fun. Where's the story in that? But when Michael's older brother gets into a car accident while texting, they suddenly realize how important their assignment actually is\"--Publisher's web site.
Book
Trial of Training to Reduce Driver Inattention in Teens with ADHD
Teens with attention deficit-hyperactivity disorder (ADHD) are at increased risk for motor vehicle collisions. A computerized skills-training program to reduce long glances away from the roadway, a contributor to collision risk, may ameliorate driving risks among teens with ADHD.
We evaluated a computerized skills-training program designed to reduce long glances (lasting ≥2 seconds) away from the roadway in drivers 16 to 19 years of age with ADHD. Participants were randomly assigned in a 1:1 ratio to undergo either enhanced Focused Concentration and Attention Learning, a program that targets reduction in the number of long glances (intervention) or enhanced conventional driver's education (control). The primary outcomes were the number of long glances away from the roadway and the standard deviation of lane position, a measure of lateral movements away from the center of the lane, during two 15-minute simulated drives at baseline and at 1 month and 6 months after training. Secondary outcomes were the rates of long glances and collisions or near-collisions involving abrupt changes in vehicle momentum (g-force event), as assessed with in-vehicle recordings over the 1-year period after training.
During simulated driving after training, participants in the intervention group had a mean of 16.5 long glances per drive at 1 month and 15.7 long glances per drive at 6 months, as compared with 28.0 and 27.0 long glances, respectively, in the control group (incidence rate ratio at 1 month, 0.64; 95% confidence interval [CI], 0.52 to 0.76; P<0.001; incidence rate ratio at 6 months, 0.64; 95% CI, 0.52 to 0.76; P<0.001). The standard deviation of lane position (in feet) was 0.98 SD at 1 month and 0.98 SD at 6 months in the intervention group, as compared with 1.20 SD and 1.20 SD, respectively, in the control group (difference at 1 month, -0.21 SD; 95% CI, -0.29 to -0.13; difference at 6 months, -0.22 SD; 95% CI, -0.31 to -0.13; P<0.001 for interaction for both comparisons). During real-world driving over the year after training, the rate of long glances per g-force event was 18.3% in the intervention group and 23.9% in the control group (relative risk, 0.76; 95% CI, 0.61 to 0.92); the rate of collision or near-collision per g-force event was 3.4% and 5.6%, respectively (relative risk, 0.60, 95% CI, 0.41 to 0.89).
In teens with ADHD, a specially designed computerized simulated-driving program with feedback to reduce long glances away from the roadway reduced the frequency of long glances and lessened variation in lane position as compared with a control program. During real-world driving in the year after training, the rate of collisions and near-collisions was lower in the intervention group. (Funded by the National Institutes of Health; ClinicalTrials.gov number, NCT02848092.).
Journal Article
Evaluating a Virtual Reality Game to Enhance Teen Distracted Driving Education: Mixed Methods Pilot Study
Inexperienced adolescent drivers are particularly susceptible to engaging in distracted driving behaviors (DDBs) such as texting while driving (TWD). Traditional driver education approaches have shown limited success in reducing motor vehicle crashes among young drivers.
We tested an innovative approach to help address the critical issue of DDB among teenagers. We investigated the effectiveness of using a novel virtual reality (VR) game \"Distracted Navigator\" to educate novice teenage drivers about DDB.
The game consisted of maneuvering a spaceship around asteroids while engaging in simulated DDB (eg, inputting numbers into a keypad). A physician-facilitated discussion, based on the theory of planned behavior, linked gameplay to real-life driving. Teenagers were recruited for the in-person study and randomly assigned at the block level to intervention (VR gameplay or discussion) and control groups (discussion only), approximating a 2:1 ratio. Unblinded, bivariate statistical analyses (all 2-tailed t tests or chi-square tests) and regression analyses measured programming impact on TWD-related beliefs and intentions. Content analysis of focus group interviews identified thematic feedback on the programming.
Of the 24 participants, 15 (63%) were male; their ages ranged from 14 to 17 (mean 15.8, SD 0.92) years, and all owned cell phones. Compared to the control group (n=7, 29%), the intervention group (n=17, 71%) was more likely to report that the programming had positively changed how they felt about texting and driving (?
=-8.3; P=.02). However, specific TWD attitudes and intentions were not different by treatment status. Irrespective of treatment, pre- and postintervention scores indicated reduced confidence in safely TWD (ie, perceived behavioral control; β=-.78; t
=-2.66; P=.01). Thematic analysis revealed the following: (1) the VR gameplay adeptly portrayed real-world consequences of texting and driving, (2) participants highly valued the interactive nature of the VR game and discussion, (3) both the VR game and facilitated discussion were deemed as integral and complementary components, and (4) feedback for improving the VR game and discussion.
Our findings show that the novel use of immersive VR experiences with interactive discussions can raise awareness of DDB consequences and is a promising method to enhance driving safety education. The widespread accessibility of VR technology allows for scalable integration into driver training programs, warranting a larger, prospective, randomized study.
Journal Article
Analysis of the distraction impact on driving performance across driving styles: A driving simulator study in various speed conditions
Distracted driving is a mounting global issue, prompting numerous naturalistic and simulator-based investigations. This study investigates the impact of hands-free (HF) conversation and texting distractions on driving performance during car-following experiments. Three experiments were designed: a baseline (control) condition, HF conversation, and text messaging. Driving data were collected from 40 participants of driving simulator experiments, conducted under six different speed conditions: (i) free-flow, (ii) coherent moving flow, (iii) synchronized flow, (iv) jam density, (v) recovery from jam density, and (vi) collision avoidance. To analyze driving performance across various mobile phone distracted driving (MPDD) experiments, participants are partitioned into three distinct groups: aggressive, moderate, and conservative, based on their driving styles using k-means clustering. Statistical analyses, including t-tests, Friedman Test, and Wilcoxon Signed-Rank Test, were conducted to evaluate driving performance metrics such as Standard Deviation of Lateral Position (SDLP) across conditions (i)-(iv), Acceleration Reaction Time (ART) in condition (v), and Time to Initial Braking Location (TIBL) in condition (vi). The findings indicated that HF conversation had no effect on SDLP in the free-flow condition. However, it led to a reduction in SDLP for the conservative group in the coherent moving flow condition, for both moderate and conservative groups in the synchronized flow condition, and for the moderate group in the jam density condition. Additionally, HF conversation was associated with a decrease in ART among conservative participants, while it significantly increased TIBL for both moderate and conservative groups. Conversely, texting led to an increase in SDLP for moderate and conservative participants in the free-flow condition and for the moderate group in the coherent moving flow condition. However, it resulted in a reduction in SDLP for the conservative group in the coherent moving flow condition. Texting had no significant effect on SDLP in the jam density condition or on ART. However, it significantly increased TIBL among moderate and conservative participants. These findings can inform legislation, policy development, countermeasures, and future research.
Journal Article
Choice of speed under compromised Dynamic Message Signs
This study explores speed choice behavior of travelers under realistic and fabricated Dynamic Message Signs (DMS) content. Using web-based survey information of 4,302 participants collected by Amazon Mechanical Turk in the United States, we develop a set of multivariate latent-based ordered probit models participants. Results show female, African-Americans, drivers with a disability, elderly, and drivers who trust DMS are likely to comply with the fabricated messages. Drivers who comply with traffic regulations, have a good driving record, and live in rural areas, as well as female drivers are likely to slow down under fabricated messages. We highlight that calling or texting, taking picture, and tuning the radio are distracting activities leading drivers to slow down or stop under fictitious scenarios.
Journal Article
‘Just Drive’: An Employee-Based Intervention to Reduce Distracted Driving
Distracted driving is a major danger on today’s roadways. Employers play a critical role in developing distracted driving policies and promoting a culture of workplace driving safety. The purpose of this study was to evaluate the effectiveness of an in-person work-based class to reduce distracted driving in participating employees. The “Just Drive—Take Action Against Distraction” class was designed by the UC San Diego Training, Research and Education for Driving Safety (TREDS) program to increase awareness of the dangers of distracted driving and to encourage employees to be safe and responsible drivers, both on and off the job. Participants completed pre- and post-anonymous surveys and, in a subset of attendees, volunteers were contacted via email 3 months post-intervention to complete a driving-behavior survey on Surveymonkey.com. 115 classes for 6896 employees were delivered at 54 agencies in Southern California. A total of 4928 participants completed the pre- and post-survey; 2014 n = 2263 and 2015 n = 2665. The course was found useful (85%) and engaging (85.6%). For non-commercial drivers, 55.6% of participants reported an increase of 80–100% in awareness of the dangers of distracted driving, and 67.2% reported an increase of 80–100% in their motivation to change. For commercial drivers, 71.3% reported a motivation increase of 80–100%. There were significant increases in knowledge for both groups. In the three-month follow-up survey, participants identified multiple positive changes in distracted driving behavior. This 1-h employer-supported intervention demonstrated positive changes in short-term intention and medium-term behaviors.
Journal Article