The effect of navigation modalities on driver performance, workload and user experience: a simulator study

Norell, Marius Brudvik; Thorslund, Birgitta · 2026 · Crossref

DOI: 10.55329/ckxn1339

archive: archived pipeline: cataloged verified

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Summary

This study investigates how navigation instruction modalities (visual versus auditory) affect driving performance, cognitive load, and user experience in novice drivers. The research is motivated by the high crash rates among young drivers and ongoing efforts in Sweden to implement simulator-based screening tests for driver licensing. A critical issue identified is the mismatch between current simulator training, which often uses visual GPS-style arrows, and real-world driving tests, where examiners provide auditory instructions. The study aims to determine if aligning simulator instructions with real-world auditory cues improves ecological validity and driving safety. The researchers conducted a between-groups experiment using a fixed-base driving simulator with 50 students from a Swedish automotive high school. Participants, who had prior simulator experience, were randomly assigned to either a visual instruction group (dashboard arrows) or an auditory instruction group (text-to-speech voice prompts). Both groups completed identical seven-minute urban driving scenarios involving intersections and roundabouts. Driving performance was objectively measured by counting breaches of traffic laws and reckless driving behaviors. Cognitive load was assessed post-drive using the NASA-TLX scale, and user experience was evaluated via Likert-scale surveys and open-ended questions regarding clarity and system preference. Results indicated a significant difference in driving performance based on modality. Participants receiving auditory instructions committed significantly fewer driving breaches (mean = 2.05) compared to those receiving visual instructions (mean = 6.17), with a medium-to-large effect size. This suggests that auditory navigation resulted in better adherence to traffic rules and safer driving behavior. However, no significant differences were found in self-reported cognitive load or perceived clarity of instructions between the two groups. Regarding user experience, while most participants were satisfied, those in the auditory group frequently requested earlier verbal prompts to allow for better mental planning. Interestingly, participants in the visual group reported higher satisfaction despite poorer performance, potentially due to familiarity with visual aids. The findings imply that auditory navigation instructions are superior for maintaining driving performance in simulator environments, likely because they preserve visual attentional resources required for monitoring the road. The study concludes that using auditory instructions in simulator-based screening tests enhances ecological validity by mirroring real-world examination conditions. This alignment may help identify novice drivers who lack adequate risk awareness, addressing a key limitation in current licensing assessments. The results support the integration of auditory cues in driver training and assessment tools to improve safety outcomes for young drivers.

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Summary generated by qwen3.6-27b-prismaquant on 2026-06-09; verification: verified.

Topics

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• nav systems
• mental demand
• feedback modes
• auditory
• simulator validity fidelity
• simulator training transfer

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• Methodological Resource: tool software, validation psychometrics
• Theoretical Contribution: theory or model