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Related Experiment Video

Updated: Nov 25, 2025

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Higher-order driving instruction and opportunities for improvement: Exploring differences across learner driver

Natalie Watson-Brown1, Bridie Scott-Parker2, Teresa Senserrick3

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Summary

This study observed driving lessons, finding functional instruction is most common, while higher-order driving instruction (HO-DI) opportunities are missed, especially as learners gain experience. Balancing these instruction types is key for novice drivers.

Keywords:
Goals for Driver EducationGraduated driver licensingProfessional instructionSelf-determination theoryTeen drivers

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Area of Science:

  • Driver education research
  • Motor learning and skill acquisition
  • Instructional design in applied settings

Background:

  • Limited research exists on guidance during the Learner phase of formal driving lessons.
  • Understanding instructional strategies is crucial for novice driver development.
  • Integrating constructivism and self-determination theory offers a framework for effective driver education.

Purpose of the Study:

  • To investigate functional and higher-order driving instruction (HO-DI) in formal Learner lessons.
  • To explore teaching approaches within a theoretical framework integrating constructivism and self-determination theory.
  • To examine how instruction varies with Learner driving experience.

Main Methods:

  • Naturalistic observation using GoPro recordings of 110 driving lessons.
  • Analysis of instruction provided by 15 professional driving instructors.
  • Categorization of guidance into functional instruction and HO-DI based on a coding taxonomy.

Main Results:

  • Functional instruction comprised 73% of guidance, peaking in the Mid Phase of Learner experience.
  • Higher-order driving instruction (HO-DI) was prominent in the Early Phase, with 12% of HO-DI opportunities missed or untaken.
  • Teaching approaches incorporated elements of self-determination theory, such as feedback.

Conclusions:

  • An integrated theoretical framework combining constructivism and self-determination theory provides insights into driver instruction.
  • Instructional trajectories differ based on Learner experience, with potential missed HO-DI opportunities in later stages.
  • Future research should focus on balancing functional and HO-DI to optimize learning for novice drivers, with practical implications for industry training.