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    ABSTRACT: Substantial research and development efforts are being made to add driver support systems to the arsenal of traffic safety measures. Obviously, the system cannot reduce fatalities and trauma until it is actually used. Hence, drivers’ experiences and acceptance of the system are of paramount importance. A driver support system (ISA) has been investigated by means of real life trials in Sweden, Hungary and Spain, and the results show that the incentive for drivers to use an ISA system might be the money and embarrassment saved by avoiding speeding tickets, rather than increased traffic safety. Further, to assess the ‘final’, long-term experiences of the system, a longer period than one month of usage is necessary. This thesis conducts a literature review to systematically investigate how acceptance has been defined and how it has been measured within the driver support area. A new definition of acceptance is proposed: “the degree to which an individual intends to use a system and, when available, to incorporate the system in his/her driving”. Additionally, it explores whether the Unified Theory of Acceptance and Use of Technology model (UTAUT), which was originally developed for information technology, may be used as an acceptance model for driver support systems. A pilot test supported to some extent the use of the model. The model constructs ‘performance expectancy’ and ‘social influence’ affect drivers’ intention to use the system.
    12/2009, Degree: PhD, Supervisor: Andras Varhelyi, Lena Nilsson
  • The Academy of Management Review 10/1998; 23(4):796. DOI:10.2307/259063 · 6.17 Impact Factor
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    ABSTRACT: This article describes international research which drew on the PBiC model of networked information resource use to study reasons for learning to use the Internet. Implications for Internet training include: take account of differences in trainees' prior knowledge of the Internet; recognise different reasons for wanting to use the Internet; focus on the purpose of use, not just tools; concentrate on developing positive attitudes to outcomes of use rather than on ways to reduce negative impressions; introduce quality characteristics—briefly; acknowledge social influences on Internet use and attitudes; and adopt norms associated with the education of highly motivated adults. Suggestions for course design to meet these objectives are included.
    Australian Academic and Research Libraries 01/2000; 31(1):1-17. DOI:10.1080/00048623.2000.10755107 · 0.51 Impact Factor


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Feb 17, 2015