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How eco-driving training course influences driver behavior and comprehensibility: a driving simulator study

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Abstract

Eco-driving behavior has been treated as one of the most cost-effective way in reducing vehicle fuel consumption and emissions. In this study, the effects of eco-driving training on different driving behaviors in start, stop, speed choice and no-idling from different levels of training, from receiving only static information (EDUCATION) to guided practicing (COACHING after EDUCATION), were thoroughly evaluated and compared. The drivers’ comprehensibility with eco-driving information was examined through eco-driving questionnaire surveys. The results indicated that EDUCATION alone was effective to improve driver’s comprehensibility with the basic concepts of eco-driving, to reduce the percentages of vehicle idling and to help drivers to avoid rapid starts slightly. EDUCATION alone did not significantly improve the driving behaviors of stop and speed choice, while COACHING after EDUCATION was found to enhance the effectiveness of these two elements of eco-driving. COACHING after EDUCATION did not introduce much additional benefit for more fuel-efficient starting pattern. In addition, eco-driving training led to more consistent driving behavior as evidenced by smaller standard deviation values on all measures related to fuel efficiency.

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Authors and Affiliations

  1. Beijing Engineering Research Center of Urban Transportation Operation Guarantee, Beijing University of Technology, Beijing, China

    Yiping Wu, Xiaohua Zhao & Jian Rong

  2. Beijing Collaborative Innovation Center for Metropolitan Transportation, Beijing University of Technology, Beijing, China

    Xiaohua Zhao

  3. Zachry Department of Civil Engineering, Texas A&M University, College Station, TX, USA

    Yunlong Zhang

Authors
  1. Yiping Wu
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  2. Xiaohua Zhao
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  3. Jian Rong
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  4. Yunlong Zhang
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Correspondence to Xiaohua Zhao.

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Wu, Y., Zhao, X., Rong, J. et al. How eco-driving training course influences driver behavior and comprehensibility: a driving simulator study. Cogn Tech Work 19, 731–742 (2017). https://doi.org/10.1007/s10111-017-0432-4

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  • DOI: https://doi.org/10.1007/s10111-017-0432-4

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