Michelle L. Rusch

Augmented reality cues and elderly driver hazard perception

Objective: The aim of this study was to evaluate the effectiveness of augmented reality (AR) cues in improving driving safety among elderly drivers who are at increased crash risk because of cognitive impairments. Background: Cognitively challenging driving environments pose a particular crash risk for elderly drivers. AR cuing is a promising technology to mitigate risk by directing driver attention to roadway hazards. We investigate whether AR cues improve or interfere with hazard perception in elderly drivers with age-related cognitive decline. Method: A total of 20 elderly (M = 73 years, SD = 5) licensed drivers with a range of cognitive abilities measured by a speed-of-processing (SOP) composite participated in a 1-hr drive in an interactive, fixed-base driving simulator. Each participant drove through six straight, 6-mile-long, rural roadway scenarios following a lead vehicle. AR cues directed attention to potential roadside hazards in three of the scenarios, and the other three were uncued (baseline) drives. Effects of AR cuing were evaluated with respect to (a) detection of hazardous target objects, (b) interference with detecting nonhazardous secondary objects, and (c) impairment in maintaining safe distance behind a lead vehicle. Results: AR cuing improved the detection of hazardous target objects of low visibility. AR cues did not interfere with detection of nonhazardous secondary objects and did not impair ability to maintain safe distance behind a lead vehicle. SOP capacity did not moderate those effects. Conclusion: AR cues show promise for improving elderly driver safety by increasing hazard detection likelihood without interfering with other driving tasks, such as maintaining safe headway.

Augmented reality cues to assist older drivers with gap estimation for left-turns

The objective of this study was to assess the effects of augmented reality (AR) cues designed to assist middle-aged and older drivers with a range of UFOV impairments, judging when to make left-turns across oncoming traffic. Previous studies have shown that AR cues can help middle-aged and older drivers respond to potential roadside hazards by increasing hazard detection without interfering with other driving tasks. Intersections pose a critical challenge for cognitively impaired drivers, prone to misjudge time-to-contact with oncoming traffic. We investigated whether AR cues improve or interfere with hazard perception in left-turns across oncoming traffic for drivers with age-related cognitive decline. Sixty-four middle-aged and older drivers with a range of UFOV impairment judged when it would be safe to turn left across oncoming traffic approaching the driver from the opposite direction in a rural stop-sign controlled intersection scenario implemented in a static base driving simulator. Outcome measures used to evaluate the effectiveness of AR cueing included: Time-to-Contact (TTC), Gap Time Variation (GTV), Response Rate, and Gap Response Variation (GRV). All drivers estimated TTCs were shorter in cued than in uncued conditions. In addition, drivers responded more often in cued conditions than in uncued conditions and GRV decreased for all drivers in scenarios that contained AR cues. For both TTC and response rate, drivers also appeared to adjust their behavior to be consistent with the cues, especially drivers with the poorest UFOV scores (matching their behavior to be close to middle-aged drivers). Driver ratings indicated that cueing was not considered to be distracting. Further, various conditions of reliability (e.g., 15% miss rate) did not appear to affect performance or driver ratings.

Attraction without distraction: Effects of augmented reality cues on driver hazard perception

This study evaluated the effects of augmented reality (AR) cues designed to direct the attention of experienced drivers to simulated roadside hazards. Twenty-seven healthy middle-aged licensed drivers with a range of attention abilities participated in an hour and a half-long drive in a high-fidelity driving simulator. Each participant drove six simulated straight rural roadways in which drivers received AR cues to potential roadside hazards. Participants were evaluated on response time for detecting a potentially hazardous event, detection accuracy for target (hazard) and non-target (peripheral) secondary objects, and headway with respect to the hazards. Results showed a trend toward response time benefits for AR cued hazards. AR cueing increased response rate for detecting pedestrians and warning signs but not vehicles. AR system false alarms and misses did not impair driver responses to potential hazards. Also, AR cues did not impair perception of non-target objects in the periphery, including for drivers with lower attentional capacity.

Susceptibility to social pressure following ventromedial prefrontal cortex damage

Social pressure influences human behavior including risk taking, but the psychological and neural underpinnings of this process are not well understood. We used the human lesion method to probe the role of ventromedial prefrontal cortex (vmPFC) in resisting adverse social pressure in the presence of risk. Thirty-seven participants (11 with vmPFC damage, 12 with brain damage outside the vmPFC and 14 without brain damage) were tested in driving simulator scenarios requiring left-turn decisions across oncoming traffic with varying time gaps between the oncoming vehicles. Social pressure was applied by a virtual driver who honked aggressively from behind. Participants with vmPFC damage were more likely to select smaller and potentially unsafe gaps under social pressure, while gap selection by the comparison groups did not change under social pressure. Participants with vmPFC damage also showed prolonged elevated skin conductance responses (SCR) under social pressure. Comparison groups showed similar initial elevated SCR, which then declined prior to making left-turn decisions. The findings suggest that the vmPFC plays an important role in resisting explicit and immediately present social pressure with potentially negative consequences. The vmPFC appears to contribute to the regulation of emotional responses and the modulation of decision making to optimize long-term outcomes.

Choking Under Pressure in Older Drivers

Aging can impair executive control and emotion regulation, affecting driver decision-making and behavior, especially under stress. We used an interactive driving simulator to investigate ability to make safe left-turns across oncoming traffic under pressure in 13 older (> 65 years old) and 16 middle-aged (35-56 years old) drivers. Drivers made left-turns at an uncontrolled intersection with moderately heavy oncoming traffic. Gaps between oncoming vehicles varied and increased gradually from 2 s to 10 s. Drivers made two left-turns with a vehicle honking aggressively behind (pressure condition), and two left-turns without the honking vehicle (control condition). Results showed that middle-aged drivers made more cautious turning decisions under pressure (by waiting for larger and safer gaps, p < .001), but older drivers did not. Further, older driver turning paths deviated under pressure compared to the control condition (p < .05), but the middle-aged group did not. Moreover, across all subjects, better executive function was significantly correlated with larger increases of accepted gap size from control to honking (p < .01). The findings suggest that older drivers are more sensitive to traffic challenges from environmental pressure and that neural models of older driver performance and safety must factor in age-related changes in executive control and emotion processing.

Time-to-contact estimation errors among older drivers with useful field of view impairments

Previous research indicates that useful field of view (UFOV) decline affects older driver performance. In particular, elderly drivers have difficulty estimating oncoming vehicle time-to-contact (TTC). The objective of this study was to evaluate how UFOV impairments affect TTC estimates in elderly drivers deciding when to make a left turn across oncoming traffic. TTC estimates were obtained from 64 middle-aged (n=17, age=46±6years) and older (n=37, age=75±6years) licensed drivers with a range of UFOV abilities using interactive scenarios in a fixed-base driving simulator. Each driver was situated in an intersection to turn left across oncoming traffic approaching and disappearing at differing distances (1.5, 3, or 5s) and speeds (45, 55, or 65mph). Drivers judged when each oncoming vehicle would collide with them if they were to turn left. Findings showed that TTC estimates across all drivers, on average, were most accurate for oncoming vehicles travelling at the highest velocities and least accurate for those travelling at the slowest velocities. Drivers with the worst UFOV scores had the least accurate TTC estimates, especially for slower oncoming vehicles. Results suggest age-related UFOV decline impairs older driver judgment of TTC with oncoming vehicles in safety-critical left-turn situations. Our results are compatible with national statistics on older driver crash proclivity at intersections.

An Investigation of Learning Style and Discipline in a Human Factors Course

This study investigated adjustments made to learning materials for an Industrial Engineering Human Factors course at a public research university in the United States. Adjustments were made in an attempt to improve student comprehension of course content. Modifications included creating alternative homework assignments, design exercises, active classroom learning lessons, and lecture presentations to accommodate learning styles defined by Kolb’s experiential learning theory. The same instructor taught the course before and after adjustment. Performance scores (e.g. homework, quizzes, exams) were used to evaluate whether or not the changes in course materials were associated with an improvement in student comprehension of material. Results suggested that while the adjusted materials educated all learning styles similarly, they did not significantly improve student performance. Significant differences were found across various disciplines; however, adjustments reduced these differences over the course of the semester.