Effects of a computer-based training module on drivers’ willingness to engage in distracting activities

Objective: This study examines the effect of a computer-based training module on driv-ers ’ attitudes and behaviors with respect to in-vehicle distraction. Background: Research findings on the negative performance implications of distraction call for the need to mitigate these adverse effects. Method: Forty drivers (ages 18 to 20 yrs) were divided into two groups: a training group that completed the module and a control group that viewed an unrelated video. The training promoted enhanced metacognitive skills (e.g., planning, monitoring) and strategies to deal with distraction. Measures of willingness to perform in-vehicle activities while driving (involving the use of short videos) were assessed before and after the intervention. Drivers also performed in-vehicle tasks while driving an instrumented vehicle on a closed test track. Results: Following the training, drivers in the training group showed a decline in their ratings of willingness to engage in distracting activities along with a corresponding increase in perceived risk. In contrast, ratings from drivers in the control group did not change on any measures. Drivers in the training group were also more likely to perform in-vehicle tasks while the vehicle was parked compared with the control group—an obvious safety benefit. However, there was no observable benefit of training for drivers who performed the distracting tasks while the vehicle was in motion. Conclusion: There may be some promise to such a train-ing approach. The implications for distraction and training are discussed. Application: Training general skills in dealing with potentially distracting in-vehicle tasks may help offset some of the negative outcomes associated with their use