Abstract
Auditory distractions can significantly impact driving safety by affecting a driver's ability to focus, react, and make decisions, and consequently increase Driver's Reaction Time. The present study aims to examine the impact of such distractions using experimental data employing the Vienna Test System (VTS). Eighty drivers (70% male, 30% female) from mixed traffic environments participated, resulting in 240 data samples across two age groups (young and mature). Reaction time was assessed under three conditions: (i) Normal, (ii) Music, and (iii) Call using the VTS, which includes visual and auditory stimuli requiring physical reactions, thus closely simulating real-life driving scenarios. Results showed that male drivers’ reaction time increased by 4.8% and 20.1% under Music and Call conditions, respectively, while female drivers exhibited increases of 6.1% and 13.5%, respectively. The comparison of reaction time among young and mature groups under each condition indicated that Call distractions led to the highest increase (12.0%) in reaction time, followed by Normal (10.8%) and Music (8.3%). A second-degree polynomial equation was proposed to estimate reaction time from age. Additionally, the Weibull Accelerated Failure Time (AFT) model identified key factors affecting reaction time under normal conditions, resulting in a formulated mathematical expression. A validation experiment using real-world crash and near-crash videos reinforced the findings. The study provides empirical insights for enhancing safety measures and could be leveraged within advanced driver assistance systems (ADAS).
| Original language | English |
|---|---|
| Article number | 108154 |
| Journal | Accident Analysis and Prevention |
| Volume | 220 |
| DOIs | |
| State | Published - Sep 2025 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
Keywords
- Accelerated failure time (AFT) model
- Distraction
- Drivers’ reaction time
- Survival plots
- Vienna testing system
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