title: Light Levels and Driver Perception of Speed: A study examining egospeed under simulated day and night lighting conditions in a rural setting

authors: Kim, Jonathan

subjects: Egospeed

abstract: International studies show that globally, drivers are statistically more likely to be involved in collisions during the night than they are during the day. However, the exact mechanisms behind this have not been fully explored. The research carried out in the course of this thesis examined the possibility that the difference in light levels between day and night periods had an effect on drivers’ perceptions of speed on a rural road. Three experiments were performed in order to test this hypothesised link between light levels and driving speed.
	The first and second experiments were designed to examine whether light levels had an effect on egospeed discrimination ability at 60 km/h and 80 km/h (Experiment 1) and at 100 km/h (Experiment 2). The experiments used a psychophysical technique (method of constant stimuli) to measure the point at which two different egospeeds presented under day and night conditions appeared to be the same (the point of subjective equality, or PSE). The value of the PSE relative to the standard condition (60, 80, or 100 km/h) indicated whether egospeed was being underestimated or overestimate. The results of Experiment 1 indicated that participants were able to discriminate very small differences in egospeed (close to 6% in some cases) but that lighting level (day vs. night) did not have a strong effect on their perception of egospeed. Some participants perceived themselves to be moving faster during the night condition compared to the day condition at both 60 km/h and 80 km/h, but the difference was only statistically significant at 80 km/h. The results of Experiment 2 indicated that participants perceived themselves to be moving faster during the day condition compared to the night condition at 100 km/h, but that this was not to a significant degree. Large individual differences were found at all three speeds examined in Experiments 1 and 2.
	The third experiment focussed on absolute estimates of egospeed rather than on differences, and was designed to examine whether light level had an effect on judgements of absolute speed at 60 km/h – 100 km/h, through the use of a magnitude estimation task. Participants were shown individual day and night scenarios, and were asked to estimate the exact speed at which they perceived themselves to be moving. The results showed that light levels did not have a statistically significant effect on the speed at which participants judged themselves to be moving, but that they were able to distinguish between the different speed conditions quite well. However, participants’ absolute estimates of egospeed were greatly underestimated.
	The overall findings from all of the experiments indicate that, in general, light levels do not affect drivers’ egospeed perceptions, but that observers are quite sensitive to small differences in egospeed, and that their ability to judge these small changes is quite robust to the influence of light level.

text: Light Levels and Driver Perception of Speed: A study examining egospeed under simulated day and night lighting conditions in a rural setting International studies show that globally, drivers are statistically more likely to be involved in collisions during the night than they are during the day. However, the exact mechanisms behind this have not been fully explored. The research carried out in the course of this thesis examined the possibility that the difference in light levels between day and night periods had an effect on drivers’ perceptions of speed on a rural road. Three experiments were performed in order to test this hypothesised link between light levels and driving speed.
	The first and second experiments were designed to examine whether light levels had an effect on egospeed discrimination ability at 60 km/h and 80 km/h (Experiment 1) and at 100 km/h (Experiment 2). The experiments used a psychophysical technique (method of constant stimuli) to measure the point at which two different egospeeds presented under day and night conditions appeared to be the same (the point of subjective equality, or PSE). The value of the PSE relative to the standard condition (60, 80, or 100 km/h) indicated whether egospeed was being underestimated or overestimate. The results of Experiment 1 indicated that participants were able to discriminate very small differences in egospeed (close to 6% in some cases) but that lighting level (day vs. night) did not have a strong effect on their perception of egospeed. Some participants perceived themselves to be moving faster during the night condition compared to the day condition at both 60 km/h and 80 km/h, but the difference was only statistically significant at 80 km/h. The results of Experiment 2 indicated that participants perceived themselves to be moving faster during the day condition compared to the night condition at 100 km/h, but that this was not to a significant degree. Large individual differences were found at all three speeds examined in Experiments 1 and 2.
	The third experiment focussed on absolute estimates of egospeed rather than on differences, and was designed to examine whether light level had an effect on judgements of absolute speed at 60 km/h – 100 km/h, through the use of a magnitude estimation task. Participants were shown individual day and night scenarios, and were asked to estimate the exact speed at which they perceived themselves to be moving. The results showed that light levels did not have a statistically significant effect on the speed at which participants judged themselves to be moving, but that they were able to distinguish between the different speed conditions quite well. However, participants’ absolute estimates of egospeed were greatly underestimated.
	The overall findings from all of the experiments indicate that, in general, light levels do not affect drivers’ egospeed perceptions, but that observers are quite sensitive to small differences in egospeed, and that their ability to judge these small changes is quite robust to the influence of light level.

year: 2015

title: Students' perceptions of travel through the liminal space: Lessons for teaching

authors: Harlow, Ann

abstract: This paper presents findings from a study in which educational researchers followed the progress of analogue electronics students over their first two years at university.
In this study, the lecturer's main motivation was to examine how a teaching-focus on threshold concepts might help students grasp troublesome ideas and if those students who grasped the threshold concepts achieved higher scores in the end-of-course examination. The lecturer identified two concepts in the first-year course which students repeatedly found hard to grasp. He focused his teaching on these concepts in the first year, and revisited them, albeit indirectly, throughout the second-year course.
Over the two years, the lecturer utilised a variety of teaching strategies to facilitate students' learning of the troublesome concepts. In order to evaluate the effects of these strategies on student learning, an educational researcher, in collaboration with the lecturer, explored students' perceptions about where they 'got stuck' and what helped them understand the selected threshold concepts. Data from student surveys, individual interviews, and focus groups contributed to insights about their experience of transition through the liminal space. The lecturer and researcher reflected on and analysed the lecturer's teaching strategies using video-stimulated reflective dialogue.
Findings revealed that many students did not fully grasp the two identified threshold concepts in their first year, however, repeated experiences with threshold concepts through varied teaching strategies, and a diversity of learning contexts contributed to students' understanding. In the second year, the continuing students felt that they took the threshold concepts for granted and had ceased to regard them as troublesome. They reported that grasping these threshold concepts was necessary to progress in analogue electronics. Findings of this study indicate that travel through the liminal space can be supported by an explicit and sustained focus on threshold concepts.

text: Students' perceptions of travel through the liminal space: Lessons for teaching This paper presents findings from a study in which educational researchers followed the progress of analogue electronics students over their first two years at university.
In this study, the lecturer's main motivation was to examine how a teaching-focus on threshold concepts might help students grasp troublesome ideas and if those students who grasped the threshold concepts achieved higher scores in the end-of-course examination. The lecturer identified two concepts in the first-year course which students repeatedly found hard to grasp. He focused his teaching on these concepts in the first year, and revisited them, albeit indirectly, throughout the second-year course.
Over the two years, the lecturer utilised a variety of teaching strategies to facilitate students' learning of the troublesome concepts. In order to evaluate the effects of these strategies on student learning, an educational researcher, in collaboration with the lecturer, explored students' perceptions about where they 'got stuck' and what helped them understand the selected threshold concepts. Data from student surveys, individual interviews, and focus groups contributed to insights about their experience of transition through the liminal space. The lecturer and researcher reflected on and analysed the lecturer's teaching strategies using video-stimulated reflective dialogue.
Findings revealed that many students did not fully grasp the two identified threshold concepts in their first year, however, repeated experiences with threshold concepts through varied teaching strategies, and a diversity of learning contexts contributed to students' understanding. In the second year, the continuing students felt that they took the threshold concepts for granted and had ceased to regard them as troublesome. They reported that grasping these threshold concepts was necessary to progress in analogue electronics. Findings of this study indicate that travel through the liminal space can be supported by an explicit and sustained focus on threshold concepts.

year: 2014

title: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand

authors: Washbourn, Phil

subjects: Outdoor education

abstract: This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

text: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

year: 2018