Learning eco-driving behaviour in a driving simulator: Contribution of instructional videos and interactive guidance system

Abstract

The present paper deals with how to design and test an eco-driving training tool in the form of a digital educational game, including a specific guidance system interface to each eco-driving rules. We tested whether learners could reproduce the eco-driving behaviour and implement the rules once they were autonomous. We also aimed to validate the method as a relevant eco-driving teaching tool that does not distract drivers or affect safety behaviour. We examined the contribution of the guidance system to teach procedural skills compared with traditional teaching methods such as video instruction. Results reveal that both methods lead to reduced CO2 emissions, but that the reduction is greater with the interactive guidance system. Further analysis and an eye-movement study revealed no increase in driving time or effect on safety.