Effects of Texting on Driving Behaviour of Young Drivers in Urban Traffic. Results of a Simulator-based Study

Problem: In 2012 34% of Belgian car drivers indicated to have sent, over the last year, at least once a text message while driving and 50% indicated to have read at least once a text message while driving (Meesmann & Boets, 2014). Method: The aim of the current study was to evaluate the effect of reading and writing text messages on the driving behaviour and safety of young drivers. The effects of the texting were examined in combination with unexpected incidents while driving. The study builds on and partially mirrors a driving simulator study of Yannis et al. (2013). They concluded that texting leads to a significant decrease of mean speed and to a significant increase of reaction time which in turn leads to an increased accident risk. The participants were recruited through driving schools. In total, 38 young (candidate) drivers ready for or just after their practical driving exam participated. They conducted four scenarios in the driving simulator (StiSim3). A between-subjects study design was used including four texting conditions (reading, reading-control, writing, and writing-control). Five paired sample t-tests compared reading with reading-control and writing with writing-control for the following dependent variables. First, detection of and reaction to hazards were calculated from hazard-onset to throttle release and brake press, respectively. The total number of crashes with hazards was calculated per condition. Standard deviation of the lateral lane position (SDLP) and speed were calculated from straight road segments not including traffic lights or hazards. Results: Results indicated that compared to the reading-control condition, reading significantly delayed detection of and reaction to hazards. No significant effects were found for detection and reaction for the writing condition. The total number of crashes and SDLP were not significantly influenced by reading or writing. Finally, it was found that when compared to their respective control conditions both reading and writing significantly lowered the speed.