ETDs

This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.

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Investigating the embodied effect in drivers' safe headway learning

Description
Safe headway learning plays a core role in driving education. Traditional safe headway education just use the oral and literal methods to educate drivers the concept of safe headway time, while with the limitation of combining drivers subject and situational domains for drivers to learn. This study investigated that whether…

Safe headway learning plays a core role in driving education. Traditional safe headway education just use the oral and literal methods to educate drivers the concept of safe headway time, while with the limitation of combining drivers subject and situational domains for drivers to learn. This study investigated that whether using ego-moving metaphor to embody driver's self-awareness can help to solve this problem. This study used multiple treatments (ego-moving and time-moving instruction of safe time headway) and controls with pretest experimental design to investigate the embody self-awareness effect in a car-following task. Drivers (N=40) were asked to follow a lead car at a 2-seconds safe time headway. Results found that using embodied-based instructions in safe headway learning can help to improve driver's headway time accuracy and performance stability in the car-following task, which supports the hypothesis that using embodied-based instructions help to facilitate safe headway learning. However, there are still some issues needed to be solved using embodied-based instructions for the drivers' safe headway education. This study serves as a new method for the safe headway education while providing empirical evidence for the embodied theories and their applications.
ContributorsLu, Longteng (Author) / Craig, Scotty D. (Thesis advisor) / Gray, Robort (Committee member) / Song, Hyunjin (Committee member) / Arizona State University (Publisher)
Created2016