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An advanced driver warning framework incorporating educational warnings

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dc.contributor.advisor Dan Ariely. en_US
dc.contributor.author Sharon, Taly, 1969- en_US
dc.contributor.other Massachusetts Institute of Technology. Dept. of Architecture. Program In Media Arts and Sciences. en_US
dc.date.accessioned 2011-04-25T15:49:20Z
dc.date.available 2011-04-25T15:49:20Z
dc.date.copyright 2003 en_US
dc.date.issued 2003 en_US
dc.identifier.uri http://hdl.handle.net/1721.1/62377
dc.description Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2003. en_US
dc.description Includes bibliographical references (leaves 74-76). en_US
dc.description.abstract Car accidents are a serious problem. The measures currently being taken are not very successful in preventing accidents. To reduce the number of accidents, driver support and warning systems are built. Part of their solution is the use of education, in the form of educational warning systems. However, issuing warnings might distract the driver from the driving task exactly when the stress level is high and immediate action is required. This work concentrates on educational warning systems in the framework of cars and driving. It proposes an innovative design that is demonstrated via a prototype of an educational warning system. One of the main objectives of the research presented here is to test if delaying warnings and feedback (to prevent stress and distraction) improves the learning ability and the performance of drivers using them. Are delayed (educational) warnings superior to immediate warnings? Using the 300M IT Edition, an experiment to test the effects of delayed feedback on the learning process in two driving tasks was carried out. The findings showed significant evidence of better performance overall, while yielding marginal significant of improvement in task understanding, and some indication, although not significant, of faster and stronger improvement in task performance of the delayed feedback group. The main impact of the work is some evidence that delayed warnings in driver learning tasks are superior. More importantly, it is not evident that it is inferior, which makes it preferable to immediate feedback that may distract the driver from the driving task. en_US
dc.description.statementofresponsibility by Taly Sharon. en_US
dc.format.extent 86 leaves en_US
dc.language.iso eng en_US
dc.publisher Massachusetts Institute of Technology en_US
dc.rights M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission. en_US
dc.rights.uri http://dspace.mit.edu/handle/1721.1/7582 en_US
dc.subject Architecture. Program In Media Arts and Sciences. en_US
dc.title An advanced driver warning framework incorporating educational warnings en_US
dc.type Thesis en_US
dc.description.degree S.M. en_US
dc.contributor.department Massachusetts Institute of Technology. Dept. of Architecture. Program In Media Arts and Sciences. en_US
dc.identifier.oclc 53363959 en_US


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