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    <title>Research in Progress (RIP)</title>
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    <copyright>Copyright © 2026. National Academy of Sciences. All rights reserved.</copyright>
    <docs>http://blogs.law.harvard.edu/tech/rss</docs>
    <managingEditor>tris-trb@nas.edu (Bill McLeod)</managingEditor>
    <webMaster>tris-trb@nas.edu (Bill McLeod)</webMaster>
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      <title>Research in Progress (RIP)</title>
      <url>https://rip.trb.org/Images/PageHeader-wTitle-RIP.jpg</url>
      <link>https://rip.trb.org/</link>
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    <item>
      <title>Evaluating the Effectiveness of Drivers' Education Modules on Safety </title>
      <link>https://rip.trb.org/View/2714400</link>
      <description><![CDATA[There is mixed evidence as to the effectiveness of drivers’ education courses. It is also unknown whether drivers’ education can be used to train drivers on how to effectively use driving automation. The objective of this research is to examine: How differences in drivers' education program delivery affects novice drivers' behavior, crashes, and citations within 12 months of licensure; How differences in novice drivers' pre-license behaviors affect crashes and citations within 12 months of licensure; How driver education and training programs can help improve novice drivers' use and understanding of advance driver assistance systems (ADAS).]]></description>
      <pubDate>Mon, 15 Jun 2026 15:59:07 GMT</pubDate>
      <guid>https://rip.trb.org/View/2714400</guid>
    </item>
    <item>
      <title>Improving Teen Driver Safety, Evaluating Educational Interventions to Reduce Overreliance on Advanced Driver Assistance Systems</title>
      <link>https://rip.trb.org/View/2640187</link>
      <description><![CDATA[Advanced Driver Assistance Systems (ADAS) can provide important safety benefits, but they may also encourage drivers to respond more slowly when the system turns control back to the driver. Teen drivers, who are still developing driving skills and awareness, may be more likely to misunderstand system limits or become inattentive when ADAS features are active. This project investigates whether targeted educational programs can reduce this type of overreliance and improve driver performance when automation disengages. The study will compare a traditional classroom style training module with an interactive simulator based program to determine how each affects driver attention and reaction time.

A group of licensed teen drivers from Connecticut and Massachusetts will complete simulator sessions that include planned ADAS disengagements under both distracted and non distracted conditions. The simulators will collect data on braking, steering, lane position, reaction time, and gaze behavior. The results will show how training influences driver behavior during sudden transitions from automated to manual control. The findings will inform improvements to teen driver education materials and provide guidance for programs that teach responsible and informed use of ADAS technologies.]]></description>
      <pubDate>Thu, 11 Dec 2025 13:41:43 GMT</pubDate>
      <guid>https://rip.trb.org/View/2640187</guid>
    </item>
    <item>
      <title>Driver’s Education Accessibility and Instructor Certification Challenges – Disparities in the State</title>
      <link>https://rip.trb.org/View/2617578</link>
      <description><![CDATA[Young drivers are routinely overrepresented in traffic fatality data. For example, in 2023, young drivers made up 5.1 percent of all licensed drivers but accounted for 8.9 percent of drivers in fatal traffic crashes (USDOT National Highway Traffic Safety Administration, 2025). In recognizing this challenge and in an effort to reach Vision Zero, the Montana Department of Transportation (MDT) has a goal to reduce young driver fatalities by “attain[ing] a five-year average rate of young driver involved fatality crashes of 29.5 by December 31, 2026” (Montana Department of Transportation, n.d.).
As an action item to help meet this goal, the MDT Highway Traffic Safety Section has been working with the Office of Public Instruction (OPI) to improve access for Tribal teens to driver’s education. However, in doing so, it was identified that not only do most Tribal communities not have driver’s education or certified instructors, but there are disparities across the entire statewide system. This is due to individual school districts determining how to implement driver’s education in their community, which impacts teens access to this training.
Therefore, this project is needed to identify the state of practice of driver’s education for each school district across the state and to identify needs (e.g., access for at-risk youth) and barriers (e.g., recruitment of driver’s education instructors). This will allow MDT and OPI to create a process for prioritizing which school districts to assist in any given year. ]]></description>
      <pubDate>Mon, 03 Nov 2025 15:52:47 GMT</pubDate>
      <guid>https://rip.trb.org/View/2617578</guid>
    </item>
    <item>
      <title>Strategies to Reduce Crashes for Young Drivers Not Covered by Graduated Driver Licensing Restrictions






</title>
      <link>https://rip.trb.org/View/2570613</link>
      <description><![CDATA[Some states have observed a growing percentage of young people delaying driver licensure until age 18 or older, along with a declining percentage of teens ages 16–17 obtaining driver licenses. Delay may be due, in part, to their desire to avoid the restrictions, requirements, and costs associated with graduated driver licensing (GDL), which generally applies only to new drivers under the age of 18. 

There are some indications that 18- and 19-year-old drivers who are not covered by GDL restrictions have the highest rate of injury and fatal crash involvement among all young drivers within their first year of licensure. The delay in licensure may be a contributing factor. 

To help address this safety concern, policy proposals have been submitted that focus on increasing the age of driver training requirements and/or GDL restrictions to novice drivers age 18 and older. Research is needed to develop a better understanding of (1) the safety implications associated with delaying driver licensure beyond ages covered by state GDL laws and (2) potential strategies to reduce crash rates for 18- and 19-year-old drivers within their first year of licensure who are not covered by GDL restrictions.

The objective of this research is to develop a guide that identifies potential strategies for consideration by state driver licensing agencies and state highway safety offices (SHSOs) to reduce crash rates for young drivers currently not covered by GDL restrictions. 

 

]]></description>
      <pubDate>Tue, 01 Jul 2025 13:54:43 GMT</pubDate>
      <guid>https://rip.trb.org/View/2570613</guid>
    </item>
    <item>
      <title>Safety Impacts of Parent-Taught Driver Education</title>
      <link>https://rip.trb.org/View/2526796</link>
      <description><![CDATA[Driver education is essential for promoting safe driving practices, especially among teens, for whom motor vehicle crashes are a leading cause of death. This risk is often linked to developmental factors such as a tendency for risk-taking, peer influence, and limited driving experience. These characteristics necessitate driver education that not only imparts essential skills but also promotes safe driving behavior. This study seeks to evaluate the effectiveness and safety impact of Iowa’s Parent-Taught Driver Education (PDE) program. Since 2021, this program has allowed parents to fulfill driver education requirements for minors as an alternative to traditional driver education (TDE). With approximately 20% of Iowa minors participating in PDE, evaluating its outcomes relative to TDE in terms of safety and driving performance is crucial. The research team will use socio-demographic data, licensing records, crash data, and citations, to identify potential safety differences between PDE and TDE participants. Additionally, a voluntary survey and focus groups targeting PDE participants will offer insights into the program’s perceived strengths, challenges, and participant experiences. Advanced statistical techniques, including causal inference, spatial analysis, and text mining, will be employed to address the study objectives. The findings will contribute to roadway safety efforts and inform policy recommendations aimed at enhancing program implementation and safety for all road users.]]></description>
      <pubDate>Sat, 22 Mar 2025 17:36:48 GMT</pubDate>
      <guid>https://rip.trb.org/View/2526796</guid>
    </item>
    <item>
      <title>Assessing the Impact of Driver Programs and Crash Risk Factors for Drivers</title>
      <link>https://rip.trb.org/View/2485379</link>
      <description><![CDATA[The Arizona Department of Transportation (ADOT) and other government agencies regulate multiple driver-training programs aimed at improving safety on Arizona’s roadways. Evaluating the impact of these programs could help Arizona reduce rising rates of fatal and serious-injury crashes by focusing these programs on high-risk drivers and dangerous behavior. Existing programs, such as interlock monitoring, traffic survival school, professional driver schools, defensive driving school, and even license suspensions and revocations, are all intended to improve safety, but ADOT does not have sufficient information to quantitatively assess the effectiveness of these programs or determine whether the right pool of drivers is being directed to the most effective driver-improvement program. 
To help Arizona prioritize program modifications, this study will assess how well current programs serve drivers at high risk of involvement in the most common types of fatal or serious-injury crashes on the state highway system and quantify the differences in crash rates between drivers who have participated in ADOT-regulated training or education programs and drivers who have not. ]]></description>
      <pubDate>Fri, 03 Jan 2025 16:18:40 GMT</pubDate>
      <guid>https://rip.trb.org/View/2485379</guid>
    </item>
    <item>
      <title>Driver training for Shared Autonomy Systems using Mixed-reality</title>
      <link>https://rip.trb.org/View/2440018</link>
      <description><![CDATA[This is a continuation of a Year-1 deployment project which engages with different vulnerable driver communities - teens who are learning to drive and seniors who are experiencing loss of cognitive capabilities. 

The research team is developing a virtual reality Driver Training system with augmented reality pass through where a 16 year-olds and patients with compromised cognitive capabilities can sit in a stationary real vehicle and use mixed-reality to learn driving skills and get exposed to increasingly challenging driving scenarios. Sensors are strapped onto the steering and brake/gas pedals of their car and capture driver movements, that are fed back into the simulation. The windshield and windows are overlaid with a VR generated driving simulator scenario. As a result, the driver is sitting in a real vehicle with AR passthrough showing the steering wheel and the driver’s hands hands, but the risky driving scenarios are simulated. The goal of this system is to develop a simulator that can be retrofitted in any car so novice drivers can train at home in a safe way and experience risky scenarios that cannot be demonstrated in real-life. 

Mixed-reality or XR means VR with AR passthrough. So some visual elements are VR and others are camera passthroughs of reality.

The Problem: The high costs of elder care, both to the individual and the government, combined with the demographic shift towards an increasing number of older adults as a percentage of the overall US population is creating a major healthcare crisis. The number of senior citizens in the US in 2030 will be twice that of 2000, leading to a shortage of working-age caregivers and putting increased pressure on labor costs. Equally important is maintaining, or preferably ameliorating, the quality of life of a growing elderly population. Maintaining elders’ autonomy is correlated with increasing quality of life and autonomy enhancement is correlated with improving functionality. Driving is typically a symbol of autonomy. The revocation of driving privileges is often the first step taken by families worried about cognitive decline and emerging dementia of the older adult. Dementia including Alzheimer's disease is a chronic, progressive syndrome that is characterized by a reduction in the ability to perform daily activities, e.g. a cognitive decline with increasing unpredictability and psychological symptoms. Dementia affects about 5 million people in the USA and 35 million worldwide. Coincidentally, Autonomous Vehicles (AVs) are a game-changing AI and robotic solution that can enable older people to maintain independence. For this technology to be effectively deployed, Safety and Trust are however key. Older people, but also caregivers and clinicians need to view the technology as safe and trustworthy. To realize this potential, a robust shared autonomy strategy is needed.  The term shared autonomy is an oxymoron, but it embodies the tension observed as caregivers, clinicians, and patients negotiate the need to trust the autonomous system and the desire to stay in control. This research project aims to address the question on how to mediate autonomy between participating actors to allow the human control of the system up to their level of performance and autotune the degree of intervention by the machine to maintain safety.

Approach: To these ends, the team proposes the development of an interactive imitation learning system for safe human autonomous systems. The system is trained by an expert for multiple levels of performance following a curriculum. When the system is deployed with a human non-expert user (e.g. an older driver), the safe by construction neural network controller ensures safety at any level of performance (see figure on the left). This enables the system to personalize its capabilities to suit the human partner while ensuring safety from any mismatches in the expectations of the controller and that of the human user. The AVs will therefore learn how the user desires to share autonomy and ensure the system does not reach an unsafe state under all operating conditions and inputs from the human.]]></description>
      <pubDate>Sun, 13 Oct 2024 08:32:02 GMT</pubDate>
      <guid>https://rip.trb.org/View/2440018</guid>
    </item>
    <item>
      <title>Increase accessibility of driver training through scholarships and technological Intervention</title>
      <link>https://rip.trb.org/View/2440015</link>
      <description><![CDATA[Despite the proven benefits of driver education in skill acquisition and safe driving outcomes, few studies have investigated interventions that can increase access to driver training (DT), particularly for lower income teens and teens of color. While the team has coined the term Driving Training Deserts (DTDs) and the team is working towards understanding how residing in a DTD leads to lower propensity to complete DT (see other projects), what is missing is an understanding of how to address this issue. As disparities in access to driver training and obtaining license before 18 years old could compound disparities in income and education, it is critical to understand how interventions can address this problem. 

The research team hypothesizes that residing in a DTD reduces teens’ likelihood to enroll in and complete DT; the challenge of physically transporting oneself to DT center as well as the cost is likely prohibitive. Preliminary analyses support the hypothesis on the associations between financial and physical access and completion of driver training: 21% of residents under 25 in DTD completed driver training and secured licensure before 18 years old, compared to 43% of young residents in non-DTDs. As disparities in accessibility to DT are disparities in health outcomes and mobility, the research will uncover an actionable way forward for addressing health and mobility equity. The team will do so in the following Aims: (Aim 1) Investigate the role of Scholarships in encouraging DT completion. Megan S. Ryerson is a Senior Fellow at Children's Hospital of Philadelphia (CHOP), and CHOP’s partner, Ohio’s Governor DeWine, announced the new program that awarded grants to nonprofits to identify teens needing financial assistance. This has the potential to be groundbreaking in increasing accessibility to DT for teens, especially low-income teens and teens of color. The team will co-create a survey for the teens who were offered scholarships, and use the survey results to develop actionable recommendations and policies toward future scholarships for DT. The team will then design algorithms to target DT scholarships to those needing them most and who will most benefit from these scholarships. (Aim 2) Assessments to improve the knowledge of how teens need to train.  Wide-spread, easily accessible DT would benefit teens in terms of imparting safe driving skills; yet, many barriers to supply and accessibility exist. Thus, a mechanism to assess teen driving and offer targeted suggestions for improvement would be beneficial; teens could receive a “prescription” for driver training to do with a parent or teacher. A low cost, easily accessible way to assess a teen’s driving skills is by using a mobile Virtual Driving Assessment (VDA) tool, developed by their partner team at CHOP. The idea here is that even if teens lack access to DT, a mobile VDA at their school, local library, or community center could help them understand the specific skills they lack. While the VDA cannot help train a driver, it can help offer specific feedback on what a young driver must study and learn. Using the implementation of the VDA in CHOP offices across Philadelphia, which has already been completed, the team will use already collected interview data from teens who engage with the VDA at Philadelphia centers and evaluate the ability of the VDA to provide actionable information. The team will then determine how best to deploy the VDA as a low-cost assessment intervention that could be set up in schools, pediatric offices, libraries and other community-based locations to help assess teens’ safe driving skill deficits.]]></description>
      <pubDate>Sun, 13 Oct 2024 08:19:41 GMT</pubDate>
      <guid>https://rip.trb.org/View/2440015</guid>
    </item>
    <item>
      <title>Strategies to Improve Access to Driver Education and Training for Novice Drivers





</title>
      <link>https://rip.trb.org/View/2394426</link>
      <description><![CDATA[Being able to drive is important, and in some cases necessary, to access education, employment, recreation, and other activities. Driver education and training helps prepare novice drivers for challenges and risks associated with driving. Barriers to accessing driver education and training present a significant challenge. The inability to access driver training contributes to varying levels of driving skill and knowledge among novice drivers, potentially leading to increased risks on the road.

Research is needed to identify barriers and potential solutions to achieving greater access to driver education and training. Findings could be used by state highway safety offices (SHSOs), driver licensing agencies, and departments of education to develop targeted strategies to address these challenges.  

The objective of this research is to develop a guide that identifies current efforts, innovative strategies, and promising approaches for SHSOs, state driver licensing agencies, and departments of education to make driver education and training more accessible to novice drivers. ]]></description>
      <pubDate>Tue, 18 Jun 2024 16:51:03 GMT</pubDate>
      <guid>https://rip.trb.org/View/2394426</guid>
    </item>
    <item>
      <title>Aligning Iowa Driver Education Curriculum and Standards Toward A Zero Fatalities Vision</title>
      <link>https://rip.trb.org/View/2344952</link>
      <description><![CDATA[Effective driver education should provide a solid foundation for novice drivers in establishing good driving habits and being prepared for the variety of driving conditions present in Iowa. Accomplishing this requires a scientific approach and data driven to understand the safety issues and challenges for novice drivers in order to develop a driver education curriculum that meets their needs. On the other hand, development and maintenance of an entire Driver Education program similar to what is currently available from vendors is a rather resource and time intensive undertaking. This project takes a balanced approach in addressing the core driver education needs in Iowa while leveraging existing resources. Specifically, the project will accomplish the following: (1) compare the current Iowa driver education curriculum against national/regional programs and standards and identify gaps; (2) survey professional and parent driving instructors in Iowa to identify gaps and best practices; (3) identify novice driver safety issues through a summary of available information and analyses of the Iowa crash data; (4) identify gaps in the Iowa Driver Education curriculum using the information gathered in the above activities; (5) develop curriculum content for the most critical gaps; (6) develop an outline of suggested content for a driving curriculum that meet the needs of novice drivers in Iowa; (7) provide guidance for incorporation of the proposed curriculum and developed content use and incorporation by vendors and driving instructors; (8) provide guidance to assist private vendors/instructors on updating teaching and delivery methods; (9) develop guidelines for adoption of curriculums by private vendors for Iowa; (10) develop recommendations on teaching and delivery methods; and (11) draft language to incorporate changes into the Iowa Code.]]></description>
      <pubDate>Tue, 27 Feb 2024 17:50:16 GMT</pubDate>
      <guid>https://rip.trb.org/View/2344952</guid>
    </item>
    <item>
      <title>NICC’s CDL and Safe Driver Training Program Yr1-4</title>
      <link>https://rip.trb.org/View/2342028</link>
      <description><![CDATA[The Nebraska Indian Community College (NICC) is a minority serving land grant institution with four campuses: The college’s Macy Campus is on the Omaha Reservation; the Santee Campus is on the Santee Reservation while the unban campus is in South Sioux City (all situated in USDOT Region 7). NICC also operates a fourth campus in conjunction with the Pawnee Nation in Oklahoma. Transportation safety is a major concern on Native American reservations. NICC will create a safe driving institute, offering free driver education and training on safe operation of personal and commercial vehicles. The project will create safer travel conditions on reservations and alleviate the acute nationwide commercial motor vehicle driver shortage.]]></description>
      <pubDate>Mon, 19 Feb 2024 16:45:18 GMT</pubDate>
      <guid>https://rip.trb.org/View/2342028</guid>
    </item>
    <item>
      <title>Disparities in Access to Driver Education for Teens as a Health and Mobility Equity Issue</title>
      <link>https://rip.trb.org/View/2292667</link>
      <description><![CDATA[Teens who complete behind-the-wheel (BTW) driver education (DE) are able to secure early licensure and are less likely to crash in their early years as a motorist. Disparities in accessibility to BTW DE are therefore disparities in health outcomes (crashes) and mobility (i.e., ability to secure early licensure). The following research grant is to support a stream of research focused on disparities in access to BTW DE, and therefore, safe driving skills and early licensure, for teens. Using inferential statistics and non-parametric statistical techniques, the team will identify economic, racial, and spatial disparities in accessibility to BTW DE by correlating individual data with propensity to engage in DE (Aim 1). The research team will further investigate the disparities in the acquisition of specific safe driving skills by linking individual data with VDA results (Aim 2). As disparities in accessibility to BTW DE are disparities in health outcomes and mobility, the team's research will uncover an actionable way forward to directly address healthy and mobility equity. The research team has assembled a completely novel database of over 18,000 Ohio teens, which includes the following individual-level data: state licensing data, crash data, and DE completion data; household-level data matched with transportation urban planning-related open data; and results from the Virtual Driving Assessment (VDA), a virtual driving skills measurement test the researchers' broader team at the Children’s Hospital of Philadelphia administers to learner drivers. Advanced spatial modeling techniques allow us to collect Socio-economic status data related to home address, and calculate impedance to the nearest DE center.  The research team's project will investigate the following:   Aim 1: Identify individual factors that are most strongly correlated with a teen engaging in BTW DE and early licensure. The research team's early findings at the census tract level tell us that average income is most correlated with a teen pursuing BTW training and early licensure; variables such as activity density and travel distance to BTW DE are also correlated, but more slightly. By matching home address with home value data, the research team assembles the data set that allows us to test the hypothesis directly that income is the strongest predictor of a teen engaging in BTW DE and pursuing early licensure. Moreover, the research team hypothesizes that an individual’s race, as well as details related to the density of their neighborhood (i.e., the collocation of activities), is related to their propensity to engage in BTW DE/early licensure, with BTW DE completion being lower among minority teens. If the research team's hypotheses are correct, it will showcase the deep disparities in who is most like to avoid a crash outcome and the mobility that comes with early licensure.   Aim 2: Identify individual factors that are most strongly correlated with specific acquisition of safe driving skills. The research team has proved the direct correlation between BTW training completion and reduced crash rates in teens; they aim now to correlate the acquisition of specific safe driving skills with the completion of BTW training. The research team's hypothesis is that teens who have completed BTW DE are both overall less risky drivers and have a stronger ability to scan for and respond to hazards/other road users. If the research team's hypotheses are correct, it will showcase the criticality of training drivers from a public health perspective, for individual well-being and to reduce threats to all road users.   This project is a collaboration between the University of Pennsylvania Department of City and Regional Planning, the Children Hospital of Philadelphia, and the State of Ohio Department of Public Safety.]]></description>
      <pubDate>Tue, 21 Nov 2023 18:07:37 GMT</pubDate>
      <guid>https://rip.trb.org/View/2292667</guid>
    </item>
    <item>
      <title>Evaluation of the Impact of App-based Feedback and Monetary Incentives on Teen Driver Safety (extension)</title>
      <link>https://rip.trb.org/View/2244370</link>
      <description><![CDATA[Teen drivers will participate in a six-month driving study that will yield comprehensive data on several driving performance measures. This data will provide the basis for driving feedback that will be provided to teens and their parents throughout the study. The study will consist of 4 experimental phases: Pre-feedback baseline (1 month), website feedback only (2 months), website feedback + monetary incentives (2 months), and post feedback baseline (1 month). Driving feedback will be available on a website that is accessible via mobile device. In addition to the provision of app-based feedback, participants will receive monetary incentives based on safe driving performance. The effectiveness of both the feedback app, and monetary incentives will be measured by examining teen driver safety (e.g., kinematic risky driving events, speeding, etc.). The usability and acceptability of this feedback will also be measured by analyzing the number of website logins and duration of time spent on the website. Participant intake and exit questionnaires will also be conducted to obtain qualitative data on user preferences and acceptability. Focus groups with both parents and teens regarding the feedback and monetary incentives will be conducted and the data analyzed. ]]></description>
      <pubDate>Wed, 13 Sep 2023 13:24:41 GMT</pubDate>
      <guid>https://rip.trb.org/View/2244370</guid>
    </item>
    <item>
      <title>Optimizing Parent-Teen Supervised Drives to Reduce Teen Crash Risk</title>
      <link>https://rip.trb.org/View/2205313</link>
      <description><![CDATA[Teen drivers pose the greatest risk for motor vehicle crashes compared to any other age group. Motor vehicle crashes continue to be a leading cause of teen death, and crash risk for recently licensed teens is significantly higher than for other age groups. Reducing the risk of teen driver crashes requires many countermeasures, including better preparing teens for driving before licensure. Previous studies have demonstrated parents' positive influence on teen driving behavior, from a higher likelihood of wearing their seatbelts to a lower instance of driving distracted or under the influence. Studies have also shown that teens who receive experience driving in various conditions (i.e., different road types, varying weather, new routes, etc.) during the permitting phase are safer drivers when licensed and driving independently. More information is needed to demonstrate how to best prepare parents to optimize time spent behind the wheel with their teen drivers, and how best to ensure this time is completed. Some states require a signed driving log to be submitted with the license application, while others simply require the parent to sign an affidavit stating the driving hours were completed. For the purpose of this project, "parent" includes guardians and other caregivers. The objective of this research is to provide actionable information to help states optimize parent-teen supervised driving to ensure it creates safer teen drivers and reduces the crash risk for this vulnerable age group. The desired outcome will be to provide states (and ultimately, parents) with resources to help ensure that parent-teen supervised driving delivers on its intended goal.
]]></description>
      <pubDate>Tue, 04 Jul 2023 13:07:12 GMT</pubDate>
      <guid>https://rip.trb.org/View/2205313</guid>
    </item>
    <item>
      <title>Effectiveness of Highway Safety Public Education at Montana Motor Vehicle Registration Stations by Streaming a Variety of Safety Content</title>
      <link>https://rip.trb.org/View/1890069</link>
      <description><![CDATA[There is a need to educate Montanans about highway safety, the consequences of exhibiting risky behaviors while driving such as texting while driving, driving while impaired or distracted, driving unbuckled; and the benefits of proven innovative road safety countermeasures such as roundabouts and rumble strips installed by public transportation agencies. There is an opportunity to install video equipment at select Motor Vehicle Divisions licensing and vehicle registration stations around the state of Montana to continuously play highway safety video clips. At many of these locations, the public has waiting times of five minutes or longer. This is enough time for people to give their attention to a video screen playing safety messages.

The objectives of this project are to do the following: (1) identify and secure available safety content and purchase and deploy the appropriate equipment to display safety content; (2) survey the public to determine if they are paying attention to the videos shown at the MVD driver license stations and the County Treasurer offices; and (3) determine if the safety messages have an impact on the behavior of the viewing public.]]></description>
      <pubDate>Thu, 04 Nov 2021 09:51:45 GMT</pubDate>
      <guid>https://rip.trb.org/View/1890069</guid>
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