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POSITIVE EFFECTS OF ECO-DRIVING IN PUBLIC TRANSPORT - A CASE STUDY OF
NOVI SAD
Valentina B. BASARIĆа, Mladen JAMBROVIĆ b, Milica B. MILIČIĆ а, Tatjana M. SAVKOVIĆ
a*, Đorđe M. BASARIĆ c, Vuk Z. BOGDANOVIĆa
a Faculty of Technical Sciences, Novi Sad, Serbia
b EKOmobilis DOO, Zagreb, Croatia
c The Public City Transport Enterprise of Novi Sad, Novi, Sad, Serbia
* Faculty of Technical Sciences, Trg Dositeja Obradovića 6, 21000 Novi Sad, Serbia,
e-mail; savkovic.t@uns.ac.rs and tatjanasavkovic10@gmail.com
Eco-driving as a concept and program is a well-developed strategy adopted
to reduce fuel consumption and greenhouse gas emissions. The paper
presents the findings confirming the significance of driver education about
eco-driving (through theoretical and practical training initiatives) with the
aim of reducing the negative environmental impact of road transport.
During the study, the drivers were tested prior to and immediately after
completing the theoretical and practical education on eco-training.
According to the study findings, driver education resulted in approximately
11.71% reduction in fuel consumption and average CO2 emissions. These
results, along with the findings of many other studies conducted around the
world, show that driver education can result in very efficient and significant
reduction in fuel consumption and CO2 emissions. Therefore, it is necessary
for the drivers to undergo periodical eco-driving training with specialized
coaches and well-designed programs.
Key words: eco-driving efficiency; driver education; fuel consumption; CO2
emissions
1. Introduction
Eco-driving has a great potential for contributing to the CO2 reduction in the transportation
sector effectively and efficiently [1]. The key characteristics of eco-driving include accelerating
moderately, along with anticipating traffic flow and signals, thereby avoiding sudden starts and stops.
It also implies maintaining an even driving pace, driving at or safely below the speed limit, and
eliminating excessive idling [2].
Graves et al. [3] described eco-driving as a set of driver behavior, vehicle maintenance and
non-driving actions aimed at reducing fuel consumption. In their study, the authors focused on more
effective adaptation to the changes in traffic and unobstructed participation in traffic as the key driver
behavior.
The advantages of eco-driving are multiple, and primarily pertain to: Safety (increased road
traffic safety, improved driving capabilities); Environment (reduced greenhouse emissions (CO2), local
harmful emissions and noise); Driving economy (reduced fuel consumption (5-15% in the long term),
maintenance costs, and those incurred due to traffic accidents); Social responsibility (more responsible
driving, reduced stress during driving, increased comfort for both drivers and passengers)[4].
2
Numerous studies have been conducted so far, examining the short-term impacts of eco-
driving on fuel consumption. European Conference of Ministers of Transport/International Energy
Agency [5] reported that, on average, 5.0% reduction was achieved in the OECD (Organization for
Economic Cooperation and Development) regions, based on an expert analysis of available literature.
In 2002, in before-and-after driving trials conducted in Sweden, the effects of eco-driving on vehicle
emissions were measured, reporting average fuel savings of 10.9% after training [6].
Few studies report on the long-term effects of driving courses aiming to increase fuel
efficiency. Wahlberg [7] monitored fuel consumption reduction in buses and recorded 2.0% fuel
savings during the 12 months following the driver training. In a study conducted in Greece,
Zarkadoula, Zoidis and Tritopoulou [8] noted that a decrease of 18% was achieved by two eco-trained
bus drivers, whereby an average decrease of 10.0% was reported for all bus drivers during a two-
month post-training monitoring period.
In the period from 2000 to 2008, similar eco-driving studies were carried out in many
countries, aiming to achieve reduction in fuel consumption. Their findings indicate that significant
reduction was achieved, 20.7% in Germany, 14.0% in Finland, 10.5% in Austria, 25.0% in Greece,
and 10.0% in Switzerland [9].
The paper begins with a review of extensive studies conducted on eco-driving programs and
their effectiveness. This is followed by an example of the application of eco-driving in practice. The
analysis results are presented next, along with the discussion of the key study findings. Finally, the last
section summarizes and concludes the paper.
2. Studies conducted in the public transport company ‘JGSP NOVI SAD’
Eco-driving education and training was conducted on 4th December 2013 in the public
transport company “JGSP Novi Sad”, operating in Novi Sad, and included three drivers. The study
participants were selected using purposive sampling, whereby Driver 1 was chosen from a group of
drivers classified as extremely cost-aware, Drive 2 belonged to the group of moderately cost-aware
drivers, while Driver 3 was classified as an extreme fuel consumer.
2.1. Methodology
The route along which the drivers commuted during the training covered the distance of 7.7
km, and it took on average 33 minutes to complete it. It was identical to the regular bus line number
12, which involved driving in inner city traffic as well as on the periphery. The study was conducted in
the period 12 a.m. to 4 p.m. Previous research by GSP Novi Sad, Faculty of Technical Sciences in
Novi Sad and Institute for Urban Planning in Novi Sad (traffic study NOSTRAM) have shown that in
this period peak loads occur both in Public transport and the entire city road network. Therefore, as an
initial hypothesis, it was chosen that the time periods in the testing interval and driving conducting are
characterized by approximately a similar number of vehicles, conditions on the network (the network
losses) and number of passengers in the vehicle (overall vehicle mass). We used testing period and
Public transport line with the Capacity utility factor that was higer than 0.7, which represented the
vehicle occupancy on the most heavily congested section. The initial operating time - DRIVE 1 took
place in the first half of the chosen period (12 p.m. to 1 p.m.), while the second operating time -
DRIVE 2 took place before the end of the afternoon's peak load (3 to 4 p.m.). Eco-driving training
(theoretical education of drivers) was realized between two these drives. The whole programme was
further added over three phases in the following.
A Neobus – Volvo bus was chosen because that model is equipped with CAN bus enabling
reading of driving parameters. As we needed objective and comparable data, our only option was to
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use data produced by the vehicle. To capture that data, we have relied on CAN network using SAE
J1939 protocol and specialised software – Key Driving Training System produced by Belgian
company “Key Driving Competence” and a laptop. To translate data from CAN to a readable and
computable data we have used two interfaces – first Squarell interface for initial selection of the data
available at the vehicles CAN bus and then Kvaser interface used to translate basic CAN messages
into a format that could be used on a PC. That procedure allows objective display of something that is
deeply subjective – personal driving style, making possible individual approach and coaching to each
and every driver.
2.1.1. PHASE I– Preparation and Drive 1
The training itself consists of two drives with monitored driving style and theoretical and
practical classes. The first monitored route was done on a predefined route on which the driver was
driving in his unique driving style, and the trainer was just monitoring and writing the notes about the
driving style. Thus, connecting the computer software to the bus’s electronic system, data storing and
reading by equipment which are used: laptop, diagnostic cable (SAE J1939) and two interfaces –
Squarell and Kvaser , allowing the following data to be stored: Diagram of engine speed time history,
Diagram of vehicle speed time history, Diagram – engine torque demand, Average fuel consumption
per 100 kilometres, Current gear engaged, Average driving speed, Current fuel consumption, Number
of braking events, Number of stationary periods, Total duration of vehicle motion, Current vehicle
speed, and Current engine speed.
2.1.2. PHASE II – Theoretical training session
After the first route, theoretical eco-driving training is carried out in duration of 2 hours.
Trainees are introduced to basic techniques of eco-driving and the results of their first route is
presented to them along with the exact display of errors they made and segments of the route that
drivers drove well and energy-efficiently, and are told which segments of their driving technique can
be improved. Accordingly, drivers are given suggestions, guidelines and instructions for the second
route.
2.1.3. PHASE III – Practical driver training - Drive 2
Upon the completion of the theoretical education phase, the drivers are given practical training
on the same route completed during the first operating time – drive 1, allowing for a comparison of
their driving performance and thus the evaluation of the training effectiveness. In other words, the aim
is to establish whether the drivers could apply the newly acquired theoretical knowledge in practice.
During this phase, the instructor actively participated in the drivers’ decisions and behavior, by
providing suggestions and noting objections in the event where the driver failed to apply the
knowledge gained through theoretical training. As before, the pertinent information was recorded and
stored for subsequent analysis.
After all three drivers completed the second operating time – drive 2, data analysis could
commence. The findings were discussed with the drivers, allowing them to appreciate the effects of
the training received and identify areas for further improvement.
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2.2. Practical training outcomes and discussion
The analysis of the data collected during the first and second run of each driver yielded some
valuable results. Those pertaining to Driver 1, Driver 2 and Driver 3 are contrasted in Tab. 1, as they
achieved the smallest and greatest fuel saving, respectively, following the training.
A comparison of the results pertaining to the driving characteristics before and after training
reveals significant improvements in the measured driving quality indicators (Tab. 2).
Table 1. Measuring driving quality indicators before and after training
Parameter
Unit
1
2
3
4
5
6
7
8
9
DRIVER 1
DRIVER 2
DRIVER 3
Drive 1
Drive 2
2/1
Drive 1
Drive 2
5/4
Drive 1
Drive 2
8/7
Total time
mm:ss
0:25:30
0:28:10
10.49%
0:28:35
0:29:56
4.73%
0:23:44
0:23:08
2.51%
Total distance
[km]
7.84
7.84
0.00%
7.84
7.82
-0.33%
7.62
7.62
0.08%
Average speed
[km/h]
18.44
16.69
-9.50%
16.46
15.66
-4.84%
19.26
19.77
2.65%
Average speed- on
the move
[km/h]
22.51
21.16
-5.99%
22.27
21.42
-3.82%
25.53
22.42
-12.18%
Fuel consumption
– on the move
[l]
3.36
3.15
-6.32%
3.35
2.93
-12.70%
3.36
2.74
-18.37%
Total fuel
consumption
[l]
3.54
3.40
-4.00%
3.65
3.25
-10.97%
3.61
2.87
-20.40%
Average fuel
consumption
[l/100 km]
45.2
43.4
-4.00%
46.6
41.6
-10.97%
47.4
37.7
-20.40%
Average CO2
emission
[kg/100 km]
120.3
115.5
-4.00%
123.8
110.6
-10.67%
126
100.2
-20.47%
Table 2. Analysis of measurement results of the tested driver before training and after training
Parameter
Unit
1
2
3
4
5
6
7
8
9
DRIVER 1
DRIVER 2
DRIVER 3
Drive 1
Drive 2
2/1
Drive 1
Drive 2
5/4
Drive 1
Drive 2
8/7
Average position of
gas pedal
%
28
21
-23.77%
24
17
-27.68%
28
26
-7.73%
Maximum position of
gas pedal
%
85
100
17.37%
95
100
5.04%
100
100
0.00%
Moving time – driving
without throttle
mm:ss
3:23
6:09
82.01%
4:42
7:38
62.49%
4:34
5:46
26.25%
Time – usage of
brakes
mm:ss
9:39
9:57
3.11%
13:43
11:29
-16.31%
9:59
5:35
-44.11%
Total distance –
driving without
throttle
km
1.49
2.81
88.40%
2.12
3.65
72.38%
2.38
2.64
10.59%
Total distance – usage
of brakes
km
1.50
0.79
-46.89%
1.95
0.8
-58.87%
1.52
0.6
-60,29%
Number of braking
events
#
70
54
-23.02%
92
49
-46.99%
67
37
-45.11%
Number of stopping
events
#
17
27
58.82%
31
32
3.23%
32
25
-21.88%
Idling time
mm:ss
4:36
5:57
29.19%
7:27
8:03
7.89%
5:50
2:44
-53.09%
Number of gear
changes
#
174
162
-6.90%
177
168
-5.08%
161
146
-9.32%
Number of gear
changes (upshifts)
#
87
81
-6.90%
89
84
-5.62%
81
73
-9.88%
Total number of
engine revolutions
#
22715
24252
6.77%
24462
24877
1.69%
21413
20822
-2.76%
The average engine
speed
rpm
891
861
-3.37%
856
831
-2.90%
902
900
-0.26%
5
There are a number of peer-reviewed studies investigating whether eco-driving training results
in more economical driving amongst buses drivers [10, 11, 12, 13, 14 ]. Jambrović and Kalauz, (2013)
tested 27 drivers driving the route before and after the ECOeffect training and cumulative average
result is saving of 8.28% on fuel consumption for the bus drivers.
The similar problem was also evident in another study and the city of Tallinn developed a
training program on energy-efficient driving for bus drivers. Results showed that the fuel consumption
was reduced by 3.9% in average for the participants of the training and 0.9% total in the Tallinn Bus
Company. The amount of emissions was reduced– depending on the type of emission, the total Tallinn
Bus Company annual amount was reduced by 0.7-1.0% [11].
Stromberg et al. (2013) investigated the impact of eco-driving training and in-vehicle feedback
using three groups of bus drivers (the third was control group). They tracked their fuel consumption
before and after these interventions and reported an overall 6.8% reduction in fuel consumption (both
groups combined).
Sullman et al. (2015) showed that eco-driving training significantly reduced fuel consumption
and greenhouse gas emissions in the road transport sector. A total of 29 bus drivers were tested using a
simulator both before and after eco-driving course. Fuel economy was improved on average by 11.6%
immediately after the training and by 16.9% six months after the training. Also, Carrese et al. (2013)
presented that fuel economy improvement six months after eco-driving training was 27%.
Similar to the findings yielded by several previous studies we have also shown here that eco-
driving training resulted in a significant reduction in fuel consumption and GHG emissions. This
driving mode is expected to increase the vehicle’s lifespan, as well as yield other benefits. The present
evaluation shows that, in comparison with the Drive 1, following the training, the first driver achieved
6.32% reduction in fuel consumption while the bus was in motion, the second driver achieved 12.7%,
while the third driver improved fuel efficiency by 18.37%. Upon completion of the eco-driving
training, Driver 1, Driver 2 and Driver 3 reduced the total fuel consumption by 4.00%, 10.97% and
20.40%, respectively. Identical findings pertain to the fuel consumption per 100 km. All three drivers
also contributed to the decrease in CO2 emissions, which has economic and well as environmental
value. When total driving time is analyzed, it can be noted that, upon completion of training, Driver 1
took 168sec longer to complete the route, Driver 2 took 81sec longer while the time taken by Driver 3
was shorter by 36sec compared to the baseline data. However, all three drivers met the predetermined
bus route schedule.
While, after training, the first driver reduced the average speed relative to the drive 1 by
9.50%, the second driver reduced by 4.84% and the third driver increased it by 2.65%. On the other
hand, while the vehicle was in motion, the speed achieved by all three drivers was lower than in the
drive 1, by 5.99%, 3.82% and 12.18%, respectively. This indicates that all drivers, in particular Driver
3 understood that in the inner city traffic reaching higher speed does not necessarily means faster
travel. Result of this was a bit lower average speeds without harsh accelerations and harsh braking
which is more convenient for passengers and improves road safety.
The duration of bus operation without throttle after education increased by 82.01%, 62.49%
and 26.25%, for Driver 1, Driver 2 and Driver 3, respectively. This is a particularly singificant finding,
as, in this driving mode, fuel consumption was 0.001l/km, and again road safety is improved. Ability
to drive without throttle is only possible if driver is anticipating traffic well. Only with good
anticipation driver can disengage throttle on earlier allowing driving and thus increase fuel economy,
achieving also more convenient deceleration which is especially useful while approaching bus
stations.
Eco-driving does not only reduce GHG emissions and save fuel, but also all other consumable
parts and assemblies on the vehicle, because the driver doesn’t put the vehicle in risky traffic situation.
6
For example, after completing the training, Driver 1, Driver 2 and Driver 3 reduced the number of
braking events by cca. 23.02%, 47.0% and 45.11%, respectively. This results in extending the
longevity of the brake system, while also limiting the need for replacing the vehicle pneumatics. The
total distance travelled by Driver 1 without using brakes increased by 46.89% after completing the
training, at Driver 2 increased by 58.87%, while 60.29% was measured for Driver 3. This results in a
significant reduction in the energy waste.
The number of gear changes reduced after the trainging by 6.90% (Driver 1), 5.08% (Driver 2)
and 9.32% (Driver 3), thus proportionally prolonging the life of the gear and engine components.
The average engine speed reduced after training by 3.37% (Driver 1), 2.90% (Driver 2) and 0.26%
(Driver 3). While these changes were minimal, they still contribute to the reduction in the operating
load, thus increasing vehicle longevity.
The difference in the driving quality indicators before and after training is presented as an
average value for all drivers that took part in the ECO training project and is shown in Fig. 1-12.
1.47
0.65 0.70 0.61
1.81
0.68 0.59
0.31
0.0
0.5
1.0
1.5
2.0
1 2 3 4
Fuel consumption (l)
Gear
drive 1 drive 2
Figure 1: Fuel consumption – driver 1
1.36 1.36
1.83
3.30
1.60 1.69
2.16 2.39
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
1 2 3 4
Travel distance (km)
Gear
drive 1 drive 2
Figure 2: Travel distance - driver 1
108.6
48.0 38.2
18.6
113.0
40.4 27.5
13.2
0
30
60
90
120
150
1 2 3 4
Average fuel consumption
(l/100km)
Gear
drive 1 drive 2
Figure 3: Average fuel consumption – driver 1
9.08
19.51
30.08
40.14
6.39
19.69
29.79
39.29
0
10
20
30
40
50
1 2 3 4
Bus speed (km/h)
Gear
drive 1 drive 2
Figure 4: Average bus speed – driver 1
1.70
0.68 0.67 0.57
1.72
0.69 0.57
0.26
0.0
0.5
1.0
1.5
2.0
1 2 3 4
Fuel consumption (l)
Gear
drive 1 drive 2
Figure 5: Fuel consumption – driver 2
1.44 1.34
1.93
3.13
1.57 1.45
2.08
2.71
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
1 2 3 4
Travel distance (km)
Gear
drive 1 drive 2
Figure 6: Travel distance – driver 2
7
118.6
51.0 34.9 18.3
109.6
47.5
27.6
9.7
0
30
60
90
120
150
1 2 3 4
Average fuel consumption
(l/100km)
Gear
drive 1 drive 2
Figure 7: Average fuel consumption – driver 2
5.46
19.30
29.44
40.53
5.51
19.62
29.48
39.02
0
10
20
30
40
50
1 2 3 4
Bus speed (km/h)
Gear
drive 1 drive 2
Figure 8: Average bus speed – driver 2
1.57
0.60 0.58
0.82
1.46
0.56 0.48 0.37
0.0
0.5
1.0
1.5
2.0
1 2 3 4
Fuel consumption (l)
Gear
drive 1 drive 2
Figure 9: Fuel consumption – driver 3
1.06 1.05 1.37
4.14
1.38 1.40
2.17 2.67
0.0
1.0
2.0
3.0
4.0
5.0
1 2 3 4
Travel distance (km)
Gear
drive 1 drive 2
Figure 10: Travel distance – driver 3
148.5
57.5 42.0
19.8
106.0
39.8 22.3 14.0
0
30
60
90
120
150
1 2 3 4
Average fuel consumption
(l/100km)
Gear
drive 1 drive 2
Figure 11: Average fuel consumption – driver 3
5.79
19.48
29.89
43.08
7.96
19.61
29.48
39.56
0
10
20
30
40
50
1 2 3 4
Bus speed (km/h)
Gear
drive 1 drive 2
Figure 12: Average bus speed – driver 3
2.3. System systainability – Monitoring and correction measures
In order for this system to be sustainable and yield the desired results in the long term, it is
necessary to carry out the daily system monitoring and driver evaluation. Below, the authors propose
such a system.
Monitoring systems, available to the market today allows us to monitor various characteristics
of the vehicle. This system needs to have the driver’s identification system, so that all monitored
results would be assigned to the driver who made them. However, the driver’s identification does not
solve the problem of monitoring the driving styles. One driver might accelerate harshly every time he
starts, other driver might braking harshly, the third one might over speed etc. All these parameters can
be monitored by installing an additional module that records the driver’s driving style and gives the
driver a negative point for each mistake he makes, and sends both an audio and light signal to the
driver which informs the driver of every mistake he made reminding him what he has been through
8
(for example RIBAS). Whenever a parameter comes close to being exceeded, audio and light signals
allert the driver to a potential problem (Tab. 3).
Table 3: Examples for RIBAS panel callibration
R
too high engine revolutions (n>1500 rpm longer than 1 second)
I
too long idling time (n=550 rpm longer than 2 minutes)
B
harsh braking (deceleration) (d>1.9 m/s2 longer than 1 second)
A
harsh acceleration (a>1.7 m/s2 longer than 1 second)
S
overspeed (v>55 km/h longer than 2 seconds)
For being objective when deciding which driver was the most efficient, the number of
kilometers driven by each driver in the observed period should be considered, i.e., it is necessary to
make related correlation between ‘’kilometers travelled’’ and ‘’negative points – number of
mistakes’’. Once the data has been analyzed, it can be tabulated, thus providing visual cues that can
help the drivers adjust their mode of operation. For example, in Tab. 4, the first three drivers are the
best performers, while the last three drivers require improvement and can be subjected to appropriate
disincentives.
Table 4: Driver ranking based on driving efficiency – an example
Driver
Distance
Travelled (km)
Route duration
Number of
mistakes
Type of mistakes
excessive
Idling
harsh
Braking
harsh
Acceleration
over
Revving
Over
Speeding
Results
(+1)
(+1)
(+1)
(+1)
(+1)
DRIVER 1
58.4
2:17:30
5
0
0
0
5
0
0.086
DRIVER 2
86.1
3:39:51
32
2
0
0
30
0
0.371
DRIVER 3
88.7
3:53:07
42
0
3
0
39
0
0.473
DRIVER 4
156.7
5:59:54
82
0
0
0
80
2
0.523
DRIVER 5
147.3
6:23:53
86
1
7
13
65
0
0.583
DRIVER 6
89.0
4:16:24
57
0
2
0
53
2
0.640
DRIVER 7
155.3
5:54:52
158
0
0
2
156
0
1.017
DRIVER 8
96.3
4:00:21
108
0
1
0
103
4
1.121
DRIVER 9
156.9
5:11:05
279
3
5
0
192
79
1.778
DRIVER 10
153.9
5:59:21
275
0
3
30
240
2
1.787
DRIVER 11
148.1
5:49:14
313
1
9
38
250
15
2.113
DRIVER 12
97.9
5:01:48
214
0
1
5
204
4
2.186
DRIVER 13
154.7
5:37:43
355
7
5
39
255
49
2.295
3. Potential for system improvements
The system aimed at achieving savings in fuel consumption can be further enhanced. This
primarily relates to the synergy between the system for monitoring the driver performance with that
used for informing the drivers of upcoming traffic lights at intersections along their route. Specifically,
at these intersections, it is possible to install a device that could display the remaining number of
seconds until lights change. In Fig. 13, for example, such system, in operation at an intersection in
Osijek, has been shown.
9
Figure 13: A traffic light timer display installed at an intersection in Osijek
Placing this counter at intersections allows the public transport drivers to read the numbers
from a significant distance, allowing them to react accordingly. Owing to the years of experience and
the eco-driving training received, most drivers would be able to estimate braking and stopping times,
as well as maximize the usage of inertia. This, along with other aforementioned parameters, would
result in improved fuel consumption and reduced environmental pollution. These direct effects would
also be accompanied by indirect savings in, for example, component wear and vehicle maintenance.
Finally, traffic safety and comfort would also be improved, further confirming the utility of this
system.
4. Conclusion
Different types of interventions can be put in place in order to promote eco-driving. Currently
utilized eco-driving interventions are generally aimed at changing driver behavior and increasing
motivation (interventions such as informing drivers of the techniques, improving their skill levels,
providing them with in-vehicle feedback through support systems, employing a combination of
different incentives, etc).
Experiences gained in Europe indicate that the driver education can lead to significant fuel
savings and reductions in GHG emissions. The results reported here show that eco-driving brings
many benefits and savings for the community as a whole.
This study of the effects of eco-driving, carried out in Novi Sad, yielded findings that are in
line with those reported in many eco-driving projects in the world, thus confirming that investing into
eco-driving is justified. In order to improve environmental conditions, it is necessary to change human
behaviour and perceptions towards a more eco-friendly driving behaviour.
References
[1] Satou, K., et al., Development of the on-board eco-driving support system, International Scientific
Journal for Alternative Energy and Ecology, 9 (2010), 825, pp. 35-40
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