ENCOUNTERING AN EMERGENCY VEHICLE

Abstract: Purpose: This thesis aims to investigate the effectiveness of the Emergency Vehicle Approaching (EVA) warning and training on drivers' behavior when encountering an emergency vehicle in a driving simulator. Theory: Cognitive load theory was adopted as a theoretical framework for this study. Driving is a complex task that can increase the cognitive load of the drivers. Simulators try to reduce the cognitive load to improve the learners' performance. Driving simulators provide a safe environment where drivers can practice and make mistakes until the skill, they are practicing, is transferred to their long-term memory, which helps reduce the cognitive load in driving in the future. Also, as encountering emergency vehicles is a relatively uncommon situation, drivers can practice in the simulator until they learn how to react to emergency vehicles in the real world. Method: In this thesis, a between-subjects 2'2 experimental design study (warning vs. no warning and EVA training brochure vs. parking assistant brochure) was conducted. In the experiment, 38 participants were randomly assigned to one of the four conditions. They encountered emergency vehicles twice in a driving simulator. In addition, participants filled out a pre-and post-survey. Results: The findings showed that EVA warnings reduced the driving speed and yielding time in the second event. In events 1 and 2, EVA warnings did not affect the brake pressure (the pressure on the brake pedal) or the lateral position (the chosen lane for driving). The training brochure did not impact the drivers’ behavior in terms of speed, yielding time, brake pressure, and lateral position, while the combination of the EVA warning and training influenced drivers’ lateral position in the first event.