Learning eco-driving behaviour in a driving simulator: Contribution of instructional videos and interactive guidance system.

Highlights • Use of immersive simulation and a guidance system to teach eco-driving with practical experience. • Design of an interactive guidance system based on multimedia learning educational theories. • Drivers learn either with instructional videos, or videos combined with the guidance system. • Guidance system significantly contributes to higher eco-performances. • No impact in safety measures or driving time. Abstract The present paper deals with how to design and test an eco-driving training tool in the form of a digital educational game, including a specific guidance system interface to teach eco-driving rules. We tested whether learners could reproduce the eco-driving behaviour and implement the rules once they were autonomous. We also aimed to validate the method as a relevant eco-driving teaching tool that does not distract drivers or affect safety behaviour. We examined the contribution of the guidance system to teach procedural skills compared with traditional teaching methods such as video instruction. Results reveal that both methods lead to reduced CO2 emissions, but that the reduction is greater with the interactive guidance system. Further analysis and an eye-movement study revealed no increase in driving time or effect on safety. [ABSTRACT FROM AUTHOR]