LAUSR

Efficient driving has been positioned as the most popular alternative to reduce air pollution and obtain fuel savings. However, efficient driving requires a continuous learning process in order to prevent users reverting to their original habits. To facilitate the learning process, on-board tutoring systems have appeared. In this study, the authors analyse in detail the impact of two types of such eco-feedback devices on driver's behaviour. The evaluated tutoring systems include information related to the optimal engaged gear, but also related to other safety and comfort parameters. Their analysis is based on one of the largest and heterogeneous population groups of non-professional drivers who have participated in experiments with feedback devices specifically designed to achieve more efficient driving. A total number of 158 volunteers participated in the experiments covering periods of time between 3 and 11 months and using the feedback devices during their daily routine. Results show that, in general, users evolve positively following the eco-driving recommendations throughout the duration of the experiments. In addition, there are significant differences in the use of the tutoring system depending on the type of route, the time of day and other factors such as age or gender.