Driving Simulation Conference 2012

Paris, France, September 6-7, 2012

The role of a driving simulator in driver training to
improve fuel economy
Helen Scott 1, Michael Knowles 1, Adrian Morris1 Dirk Kok 1,(1) The Institute for Automotive and Manufacturing Advanced Practice (AMAP),
University of Sunderland,
The Industry Centre,
Enterprise Park West,
Sunderland,
UK,
SR55 3XB.
E-mail : helen.scott@sunderland.ac.uk; michael.knowles@sunderland.ac.uk; adrian.morris@sunderland.ac.uk;
dirk.kok@sunderland.ac.uk;

Abstract – The use of driving simulators in driver
training has become widespread. With the global
push to reduce C02 emissions and achieve greater
fuel economy, driving simulators are now being used
in initiatives aimed at training drivers in Eco-Driving
techniques, with varying levels of success.
The
Institute for Automotive and Manufacturing Advanced
Practice (AMAP), at the University of Sunderland,
UK, has recently used a Forum 8 driving simulator todeliver and evaluate a new Eco-Driving course forsafe driving. Thirty participants took part in the study
in the age range 20-64 years. Half were trained in
Eco driving (intervention group) and half took part intwo simulated drives without training (control group).
The results indicate lasting positive effects of the
training intervention on fuel economy. Results also
highlight a positive role for driving simulation in theevaluation and delivery of eco driving training.

safety is a consideration.
Possibly the mostcommonly used term to describe energy efficient use
of vehicles is ‘Eco Driving’ [ECO1].
The Institute for Automotive and Manufacturing
Advanced Practice (AMAP) [AMA1], at the Universityof Sunderland, UK, has recently used a Forum 8
driving simulator [For1] in the delivery and evaluationof a new Eco driving course for safe driving. The
course, named the
DROPLET Course (Driver
Optimisation for Low Emissions Transport) is basedon a theoretical Model of driver training, Goals for
Driver Education (GDE) by Hattaka et al, 2002 [hat1].
Hatakka [Hat2] provides a comprehensive frameworkfor goals and content of driver education. A driving
simulator, classroom-based and on-road driving
techniques were used to modify driver behaviour.
This paper reports on the rationale andmethodological approach underpinning the course,
procedures, accompanying research, and results are
discussed, and the role of driving simulators in thedelivery of such courses is considered.

Key words: Driving Simulator, Eco-Driving, Fuel
Economy, C02 Emissions, Driver Training.

Introduction

The aim of the DROPLET course is to raise
individual’s awareness of how to modify their driving
to achieve optimum safety and fuel economy, and to
start the process of implementing it. Research has
shown that it is possible to optimise fuel economy by
applying a smooth and progressive driving style[FIA2].
The DROPLET course combines bestpractice from the research on how drivers interact[Ful1] with methodologies and advice from existing
driver training initiatives [IAM2] aimed at maximising
drivers attentional and observation skills, the ability toanticipate what will happen, and plan safe, timely,
controlled responses through smooth application ofvehicle controls. Components of best practice in
Eco-Driving applications were mapped to the GDE
model of driver training [Hat3] and applied within thecourse methodology according to the mostappropriate method of delivery for each. The

Driving simulators have become widely used indriving research and driver training over the past two
decades [Abo1; Bla1; ESR1]. In comparison, theapplication of driving simulators in the field of EcoDriving research and training is relatively new,applying various methodologies with varying levels of
success [CAR1; Vir1].
Research has shown that fairly simple modifications
to driving style can improve drivers fuel economy
and C02 emissions [Aut1; Bar1; Ber1; FIA1; Gos1;
Van1] and many organisations now offer
recommendations on driving style, and training intechniques to help driver’s to refine their driving inorder to reduce fuel consumption, wear and tear on
the vehicle and cut C02 emissions [IAM1; Ene1;
Gos2; Aus1;]. A variety of titles have been used forsuch techniques according to the extent to which

Paper Number-1-

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mapping of the various pieces of advice andtechniques to the different levels of the GDE model
are shown in table 1.

Goals for Driver
Education (GDE) Model

DROPLET Course Content

Goals for Life & Skills
for Living (general)
Importance ofcars in driving &driving to self
development
Skills & selfcontrol
Driverpreconceptions

General awareness of socialand personal benefits of eco
driving and available Low
Carbon Vehicle (LCV)
technologies.

Research was conducted to evaluate theeffectiveness of the training course. Two groups ofvolunteers took part in the study. One group took
part in the training course (intervention group). This
group drove a short route in the driving simulator
before and after taking part in the DROPLET driver
training course. The other group received no training(control group) and drove the same short route in thesimulator, on two occasions. It was proposed thatparticipants in the training condition would show agreater reduction in fuel consumption and C02
emissions on their second drive in the simulator
compared to the control group.

Skill enhancement

MethodSelf awarenessParticipants

Goals & Context ofDriving (trip related)
Puropse,Environmental,
Social context,
Company

Plan ahead before driving.
Consider using alternativemodes of transport.
Avoid short journeys.
Plan the most direct route.
Drive off peak times if
possible.
Check tyres (inflation,/tread
depth etc.).
Don’t carry unnecessary
lugage around.
Only fill the fuel tank with thenecessary amount of fuel.
Consider turning the engine
off if stuck in traffic.
Close windows to reducedrag.
Turn air conditioning off
unless it is necessary.
Use appropriate observation,
anticipation and planning.
Leave space and time toreact, between youself andother road users.
Obey speed limits
Avoid stop starting in traffic.
Reverse into parking bays if
possible.
Do not over rev the engine
when conducting
manoeuvres.
Use smooth and gradualacceleration.
Change gear early and keep
the revs. low.
Use the correct gear for the
speed and control, using
block changing where andwhen appropriate.
Maintain a constant speed
once the target speed isreached, when and where it issafe to do so.
Use gradual and smoothbraking to slow/stop, making
maximum use of engine
braking. Then gently apply
the brakes.

Table 1. GDE/DROPLET Matrix

Mastering Traffic
Situations
Adapting to thedemands of thesituation at hand.

Vehicle Manoeuvring
Controlling
speed, direction
and position of
the car.

Paper Number

From an original sample of thirty three participants,
data for three of the participants was discarded due
to difficulties adapting to using the driving simulator.
The study therefore utilised data for thirty participantsin the age range 20-64 years. Half were trained in
Eco driving according to the new course criteria(intervention group) and half took part in two
simulated drives with no training (control group). Theintervention group consisted of fifteen participants inthe age range 31 – 64 years (mean age 47.53, SD
11.154). Of these 12 were male and 3 were female.
The control group consisted of fifteen participants inthe age range 20-63 years (Mean age 44.07, SD
11.310) of which 11 were male and 4 were female.
All participants were members of the general public
or staff from the University of Sunderland who had
volunteered to take part in an Eco-Driving study inresponse to an advertisement. All volunteers had afull and valid UK driving licence, had been driving forat least three years, and reported having normal orcorrected-to-normal eyesight.

Apparatus
A Forum 8, fixed base driving simulator was used forthe lab based element of the study [For2]. The
hardware component of the simulator is illustrated in
Figure 1. The hardware is based upon a typicalvehicle cockpit comprising all the usual primary andsecondary controls including steering wheel,
automatic transmission selector, parking brake,
accelerator and brake. Instruments include directional
indicator, speedometer and engine revolution
counter. The display consists of three 32 inch LCD
screens, each with a resolution of 1024x768 pixels
and a fourth, smaller 8.4 inch LCD TFT screen with aresolution of 800x600 pixels which can be used for
display of navigational information or other data to
the driver. Real time information on speed km/h andfuel consumption km/L, in bar format, is also
displayed in the bottom right hand corner of thecentral display screen. The simulator has a plug-in
based architecture and currently runs the Uc--2-

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win/Road Plug-in [Ucw1], which has an Eco-Drive
module for calculating carbon footprint.
A Dell Lattitude D505 lap top computer was also
used to display video clips of driving scenarios for theclassroom element of the course.

to concentration, observation, anticipation, keeping asafe distance from other vehicles, and ecofriendliness while driving. A set of 10 structured
interview questions was also used in the follow up
study which took place three months after the course.
The questions were designed to investigate theextent to which any improvements in driving style
were maintained over time.

Materials
Simulated road user scenarios
Three scenarios requiring the driver to interact withother road users were included in the simulated drive.
The first scenario occurred at cross roads, in an
urban setting, during a right turn manoeuvre andinvolved moving and stationary opposing traffic (cars,
buses and lorries). The next scenario involved an
opposing motorcycle passing through the junction.
This was followed by a child on a bicycle crossing theroad into which the driver was turning, as the driverturned right at the cross roads. The final scenario
involved heavy traffic flow (cars and lorries) travellingin the same direction as the driver during a merge
manoeuvre on a dual carriageway road.

Procedure
Lab session 1
One participant at a time took part in the study. Upon
arrival at AMAP each participant was taken to the lab
and provided with an explanation of what their
participation in the course would involve. After adriving documentation check, they were then asked
to complete a participant consent form and precourse driver perception questionnaire before being
asked to sit in the driving simulator. Once in thesimulator the participant was shown how to adjust theseat and asked to make them self comfortable
assuming their usual driving position. They werethen given an explanation of the primary andsecondary controls and instructed to turn the ignition
key to start the engine. The participant took part in ashort 1.23 km drive on the simulator to capture a pretraining
baselinemeasureof
Eco-Driving
performance.
A plan view of the route andsurrounding simulated environment, with numberedfeature points, is shown in Figure 3.
The simulated drive started with the drivers vehicle
stationary in the left hand lane of an urban dual
carriageway (start point [1]), with a 50 km/h speed
restriction, on the approach to crossroads (whichwere situated at 0.09 km from start [2]). The driver
was instructed to turn right into a triple carriageway
road. The participants view from within the vehicle, atthe starting point, is shown in Figure 2.

Fig.1. Forum8 driving simulator

Video clips
A series of five video clips was developed. The video
clips lasted for one minute each and were filmed fromthe drivers perspective during real world, on-road
driving. Two of the video clips were designed
specifically to help participants to contrast the effects
of poor driver observation techniques with those of aneffective and efficient observational technique, twowere designed to enhance drivers anticipation skills
and one provided a demonstration of safe, fuelefficient, cornering techniques.
Questionnaires and interview materials
A driver perception questionnaire was developed forpre course, post course and follow up use. This
contained five questions requiring responses on afive point Likert scale, The questions were designed
specifically to tap drivers perceptions of their own
ability on a series of dimensions that have beenshown to be important in Eco-Driving.
Morespecifically, the questions were designed to tap
driver’s perceptions of their own ability with regards

Paper Number

Fig.2. The drivers view at the start of the simulated drive

The driver was required to move across into the righthand lane in order to carry out the right turn junction
manoeuvre. The driver then had to navigate the-3-

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various road user scenarios, turning right when safe
to do so. Upon turning right the driver had to get overto the far right hand lane so that they could exit the
triple lane carriageway via a single lane slip road on
the right of the carriageway (situated at 0.25 km fromstart [3]). The slip road followed a steep incline thenlevelled out (at 0.55 km from start [4]) onto a shortdual carriageway strip of road in which the left handlane was closed with a series of cones. The driver
was then faced with two toll booths (at 0.74 km fromstart [5]) and instructed to go through the one on theright hand side. Upon approach the toll booth barrier
opened to allow the driver to pass. Shortly after thetoll booth the driver was required to merge with heavy
traffic to join a dual carriageway on the left. The dual
carriageway continued until reaching a fork in theroad (at 1.15 km from start [6]). At the fork, the driver
was required to branch left and drive for a shortdistance before a sign appeared on the screen
signifying the end of the simulated drive (at 1.23 kmfrom start [7].

Upon completion of the on-road element theparticipant returned to the lab to take part in theclassroom session and second simulated drive.
Classroom session
The classroom session began with a general
discussion and opportunity to reflect upon what had
been learnt during the on-road session. In particular,
the participant was given further advice andreinforcement on how to implement and continue
improving on the various GDE ‘Mastering Traffic
Situations’ and ‘Vehicle Manoeuvring’ level ecodriving techniques. During the classroom session theparticipant was also given general strategic advice
and advice on attitudes to driving, according to thespecified course elements for the ‘Goals for Life andSkills for Living’ and ‘Goals and Context of Driving’levels of the GDE model [Hat5]. Participants werethen shown a series of videos to reinforce further
what had been taught and discussed during the onroad session and earlier part of the classroom
session.
Lab session 2
Following the classroom session, the participant wasreminded how to implement all of the ‘Mastering
Traffic Situations’ level and ‘Vehicle Manoeuvring’level Eco-Driving techniques they had been taught
during the course and asked to take a final drive inthe simulator, this time putting into practise
everything that they had learnt during the course.
The procedure and content of the second simulated
drive was the same as for the first except theparticipant was given feedback on their performanceupon completing the drive according to on-screen
feedback as shown in Figure 4. The participant’sscores on fuel consumption and C02 emissions werecompared for the first and second drive in order todemonstrate any improvements. Where a participant
wished to work on gaining further improvement they
were allowed to have further practise on the driving
simulator, but in every case data from the first andsecond drive only were saved for use in the analysis.
Finally, the participant was asked to complete a post
course driver perception questionnaire.

Fig.3. Plan view of the route and surrounding environment

No feedback on performance was given to theparticipant at this initial stage. In instances where aparticipant had difficulty in adapting to driving thesimulator, a minimal amount of practise drives wereallowed to enable the participant to adapt.
On-road driving session
Following the first drive in the simulator eachparticipant took part in an on- road drive. For thispart of the course, the participant was first introduced
to a qualified Fleet Trainer [Fle1] who explained what
would be happening during the on-road training.

Participants in the control group drove the simulator
on two occasions but did not take part in any of the
training interventions.
However, feedback on
individuals Eco-Driving performance was provided,
following the second drive in the simulator.

The trainer used a combination of recognised onroad fleet training techniques [SAF1] combined withthe relevant ‘Mastering Traffic Situations’ level and‘Vehicle Manoeuvring’ level DROPLET course
content according to the GDE model [Hat4]. The onroad element of the course lasted for approximately
ninety minutes, starting and ending at AMAP, andinvolved driving on a standardised route including avariety of dual carriageway and urban roads in theSunderland area.

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Where Q is the fuel consumption in litres, T is thetravel time in seconds, D is the travel distance inmeters, K is the number of measurements, δk=1
when the current speed is greater than the previous
speed or 0 otherwise, vk is the speed at point k in ms
1.
Data on fuel consumption and C02 emissions
captured using the UC-win/Road Eco-Drive module,
was exported from to IBM Statistical Package for theSocial Sciences (SPSS) for further analysis.
Intervention group
A paired samples T-Test was used to compare
drivers fuel consumption and C02 emissions before
and after training.
Fuel consumption was significantly lower after
training than before training.
(t = 6.740, df = 14, p<0.0005)
C02 emissions were also significantly lower following
training than before training.
(t = 6.740, df = 14, p<0.0005)
Control group
A paired samples T-Test was also used to compare
drivers fuel consumption and C02 emissions for the
first and second simulated drive, for drivers in thecontrol group.
Fuel consumption was significantly lower for thesecond drive compared to the first drive.

Fig.4. Eco-Drive performance feedback(t = 6.037, df = 14, p<0.0005)

Debrief

C02 emissions were also significantly lower for thesecond drive compared to the first drive.

All participants were thanked for taking part in the
study and given an opportunity to comment on thecourse. They were also asked if they would be
willing to be contacted three months after taking partin the training study to take part in a follow upinterview, and to complete a follow-up driverperception questionnaire.

(t = 6.001, df = 14, p<0.0005)
Intervention group verses control group
The difference between scores before and after
training was calculated for each participant in theintervention group, and the difference between thefirst and second simulated drive was calculated foreach participant in the control group. A paired
samples T test was then carried out to compare therelevant differences between the groups and toestablish whether or not there was a significant effectof training intervention.

Results
Using an Eco-Drive module located in the UCwin/Road tools menu and using the ‘Calculate
Carbon Footprint’ function, results showing values
for travel Time (T), Travel Distance (D), Fuelconsumption (Q), and Carbon Footprint over time aredisplayed and can be output as a CSV file for use
with Microsoft Excel and other statistical packages.
Fuel consumption and carbon footprint across ajourney, with a vehicles carbon dioxide emission isassumed to be proportional to its fuel consumption,and is estimated using the model proposed by
Oguchi, Ktakura and Taniguchi (2002) as describedin equation 1.

The results show that the reduction in fuelconsumption for the intervention group was
significantly greater than that for the control group.
(t = 2.803, df,= 14, p = 0.14)
The reduction in C02 emissions for the intervention
group was also significantly greater than for thecontrol group.
(t = 2.803, df = 14, p = 0.14)
Analysis of data for the driver perception
questionnaires and follow-up interviews is currently

Equation 1. Calculation for carbon footprint

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on-going and is not reported in-depth in the current
paper. However, an initial review of content suggests
general improvements in driver perceptions onelements of driving associated with Eco-Driving
following participation in the DROPLET course.
Furthermore these improvements appear to bereasonably well maintained over time.

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Discussion and Conclusion
Participants first drove a short un-instructed route in
the driving simulator to obtain a baseline measure of
Eco-Driving performance. They then took part insome on-road and classroom based training.
Following participation in the training course, drivers
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The results show a significant reduction in driver’s
fuel consumption and C02 emissions following
participation in the DROPLET driver training course.
This is also assumed to indicate a general
improvement in driver’s application of Eco-Driving
techniques. However, the data also highlights asignificant reduction in fuel consumption and C02
emissions for the control group between the first andsecond simulated drive, highlighting the important
benefits of exposure to simulated driving practise.
This is something that should be exploited in futurestudies. Results suggest a positive role for the use ofdriving simulators in Eco-Driver training.
It isproposed that more driving scenarios should be
developed for the driving simulator, in the future, sothat a further study can be conducted, adapting
modules from the GDE/DROPLET Matrix for a
predominantly simulator based training course andevaluation study. The study further highlights theimportant role of driving simulators in the researchand evaluation of Eco-Driver training.
Drivingsimulators provide experimental control andguarantee safe driving conditions, something that can
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