LAUSR

The objective of this work is to examine the human response to different interventions to determine its direct intervention effect and education effect on the speeding of novice drivers. Several experiments, in which participants received different interventions when they were speeding, were conducted on the simulating driving system. The direct intervention effect of different intervention methods was measured by speed reduction and the education effect of voice intervention was measured by questionnaires. A total of 60 novice drivers and 20 experienced drivers were involved in this study, and the personality, gender and driving experience were considered in the analysis. We found that the steer wheel vibration has a significant influence on the intervention effect, but the lighting does not. The driving experience has more impact on the intervention effect of voice intervention with the Rational Style. While gender mainly influences the intervention effect of Emotional Style. The education effect of voice intervention designed with Emotional Style performs better than Rational Style. The personality from Eysenck Personality Questionnaire (EPQ) does not have a significant influence on the intervention effect. At last, a new driving style variable which can be calculated automatically from driving data was designed and the novel intervention strategy was proposed according to the research results. Our research provides a novel intervention strategy for drivers’ speeding behavior and gives an underlying insight into urban traffic safety, which is beneficial to ensure the safety, efficiency, and sustainability of the transportation system. It also serves as a reference for traffic safety research management agencies, the government, and the produced smart vehicles companies, providing guidance not limited to speeding intervention and aimed at improving other unsafe driving behavior.