Keep It Brief and Targeted: Driving Performance Feedback Report Features to Use with Novice Drivers
Driving evaluations aim to ensure adequate skills; however, feedback beyond pass/fail is needed for improvement. Therefore, the goal of this study was to inform driving feedback report design to ensure ease of use and understandability while motivating improvements. Participants ages 18–25 years (n...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-10-01
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| Series: | Adolescents |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2673-7051/2/4/35 |
| _version_ | 1797461960949760000 |
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| author | Chelsea M. Ward McIntosh Elizabeth A. Walshe Shukai Cheng Flaura K. Winston Ellen Peters |
| author_facet | Chelsea M. Ward McIntosh Elizabeth A. Walshe Shukai Cheng Flaura K. Winston Ellen Peters |
| author_sort | Chelsea M. Ward McIntosh |
| collection | DOAJ |
| description | Driving evaluations aim to ensure adequate skills; however, feedback beyond pass/fail is needed for improvement. Therefore, the goal of this study was to inform driving feedback report design to ensure ease of use and understandability while motivating improvements. Participants ages 18–25 years (n = 521) were recruited from CloudResearch Prime Panels to rate one of nine report design conditions with various combinations of five key features: performance summary presence, action plan (AP) length, AP order, AP grading system, and peer comparison presence; they then completed questionnaires. Participants were more motivated to improve when a summary was present (<i>p</i> = 0.02); they rated reports easier to use if they had a long AP (<i>p</i> = 0.01), a short AP paired with a summary (<i>p</i> = 0.007), or an AP with a number grade (<i>p</i> = 0.016); and they rated reports easier to understand if they had a short AP (<i>p</i> = 0.002) or an AP ordered by worst-to-best performance (<i>p</i> = 0.05). These results suggest that feedback reports designed with a performance summary and short, targeted action plan starting with the biggest area for improvement are likely to motivate action to improve driving skills while being easy to use and understand. Future research should evaluate the effect of such a redesigned report on driving outcomes among young drivers. |
| first_indexed | 2024-03-09T17:26:47Z |
| format | Article |
| id | doaj.art-36510f13edaf481abec3eda55bba6a7e |
| institution | Directory Open Access Journal |
| issn | 2673-7051 |
| language | English |
| last_indexed | 2024-03-09T17:26:47Z |
| publishDate | 2022-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Adolescents |
| spelling | doaj.art-36510f13edaf481abec3eda55bba6a7e2023-11-24T12:37:04ZengMDPI AGAdolescents2673-70512022-10-012444845810.3390/adolescents2040035Keep It Brief and Targeted: Driving Performance Feedback Report Features to Use with Novice DriversChelsea M. Ward McIntosh0Elizabeth A. Walshe1Shukai Cheng2Flaura K. Winston3Ellen Peters4Center for Injury Research and Prevention, Children’s Hospital of Philadelphia, Philadelphia, PA 19104, USACenter for Injury Research and Prevention, Children’s Hospital of Philadelphia, Philadelphia, PA 19104, USACenter for Injury Research and Prevention, Children’s Hospital of Philadelphia, Philadelphia, PA 19104, USACenter for Injury Research and Prevention, Children’s Hospital of Philadelphia, Philadelphia, PA 19104, USACenter for Science Communication Research, University of Oregon, Eugene, OR 97403, USADriving evaluations aim to ensure adequate skills; however, feedback beyond pass/fail is needed for improvement. Therefore, the goal of this study was to inform driving feedback report design to ensure ease of use and understandability while motivating improvements. Participants ages 18–25 years (n = 521) were recruited from CloudResearch Prime Panels to rate one of nine report design conditions with various combinations of five key features: performance summary presence, action plan (AP) length, AP order, AP grading system, and peer comparison presence; they then completed questionnaires. Participants were more motivated to improve when a summary was present (<i>p</i> = 0.02); they rated reports easier to use if they had a long AP (<i>p</i> = 0.01), a short AP paired with a summary (<i>p</i> = 0.007), or an AP with a number grade (<i>p</i> = 0.016); and they rated reports easier to understand if they had a short AP (<i>p</i> = 0.002) or an AP ordered by worst-to-best performance (<i>p</i> = 0.05). These results suggest that feedback reports designed with a performance summary and short, targeted action plan starting with the biggest area for improvement are likely to motivate action to improve driving skills while being easy to use and understand. Future research should evaluate the effect of such a redesigned report on driving outcomes among young drivers.https://www.mdpi.com/2673-7051/2/4/35feedbackfeedback designyoung drivernumeracyinformation processingnumeric literacy |
| spellingShingle | Chelsea M. Ward McIntosh Elizabeth A. Walshe Shukai Cheng Flaura K. Winston Ellen Peters Keep It Brief and Targeted: Driving Performance Feedback Report Features to Use with Novice Drivers Adolescents feedback feedback design young driver numeracy information processing numeric literacy |
| title | Keep It Brief and Targeted: Driving Performance Feedback Report Features to Use with Novice Drivers |
| title_full | Keep It Brief and Targeted: Driving Performance Feedback Report Features to Use with Novice Drivers |
| title_fullStr | Keep It Brief and Targeted: Driving Performance Feedback Report Features to Use with Novice Drivers |
| title_full_unstemmed | Keep It Brief and Targeted: Driving Performance Feedback Report Features to Use with Novice Drivers |
| title_short | Keep It Brief and Targeted: Driving Performance Feedback Report Features to Use with Novice Drivers |
| title_sort | keep it brief and targeted driving performance feedback report features to use with novice drivers |
| topic | feedback feedback design young driver numeracy information processing numeric literacy |
| url | https://www.mdpi.com/2673-7051/2/4/35 |
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