An Approach to Improving Lane-Changing Competence of Novice Drivers Based on Observational Learning

Novice drivers often exhibit poor lane-changing competence due to ineffective risk identification and control instability. Existing driver training primarily focuses on mechanical skills, lacking systematic psychological interventions. To address this gap, this study constructs a four-stage intervention program (attention, retention, reproduction, and motivation) utilizing Bandura’s observational learning theory. A within-subject pre–post design driving simulator experiment was conducted with 46 drivers (16 experienced and 30 novices). Multimodal data—including eye movements, physiological responses, and vehicle kinematics—were collected and analyzed. The results demonstrate that the proposed intervention effectively bridged the initial significant capability gap between the two groups. Post-intervention, novice drivers exhibited significantly optimized visual search strategies, reduced mental workload, and enhanced vehicle control stability during lane-changing maneuvers. Ultimately, no statistical differences remained between novices and experienced drivers across all core indicators, fully validating the research hypotheses. These findings offer robust theoretical support and a practical paradigm for reforming novice driver training, contributing to reduced lane-changing accidents and enhanced active road safety.