Kelsey and Sperry define road rage as an extreme form of angry or aggressive behavior by a driver of a car or other road vehicle. It involves tailgating, speeding, cutting off another car, making rude gestures and verbal reactions, hitting other vehicles, chasing others’ cars, and intentionally driving in an unsafe and threatening manner. In the worst case, road rage can result in death (955–56).

Younger drivers report higher accident rates than older and more experienced drivers (1). In addition, teenage motorists possess under-developed abilities to recognize dangerous situations and make adequate decisions while operating a motor vehicle compared to older drivers (CDC Teen Drivers: Get the Facts). Moreover, teenagers are more likely to lack control over their emotions and anger than adults (Golden, 11–2).

According to Lambert-Bélanger et al., 95% of adolescent motorists are likely to drive aggressively, mainly when they operate a vehicle with passengers (334). Environmental and non-psychological factors (e.g., congestion and billboards) may stimulate road rage. Stressful conditions also contribute to the feeling of road rage (Sansone and Sansone, 15-6). Teenage motorists tend to drive faster and tailgate other cars more than older age groups. Student drivers also react with negative expressions and violent actions toward other vehicles and motorists. Speeding is one of the most aggressive driving behaviors, and it is the primary reason for fatal crashes involving student motorists (CDC Teen Drivers: Get the Facts). These environmental and psychological factors emerge from adolescent motorists’ road rage.

According to the DPS, students under age 18 who register in Texas can obtain a driver’s license through the Gratified Driver License (GDL) program. This method has helped adolescent drivers improve their driving skills in low-risk environments since 2002. To start this driver’s education program, students must be at least 14 years old; they can apply for a learner license at 15. Students then obtain their full driver’s licenses in two phases: learner and provisional licenses. (See more detail)

According to Smart et al., adolescence is a time to form appropriate driving behavior, as exposure to road rage prompts adolescent drivers to engage in more aggressive driving behavior. However, according to Poulter et al., online driving courses are too short and inefficient to impact student drivers (164). Nevertheless, these online courses guarantee acceptance, and society supports them (O’Neill, 67). Teenagers require more time to understand and acquire the skills to recognize dangerous driving situations (Steinberg, 73). A study by Kim et al. reveals that current driver’s education focuses on adolescents’ driving skills and errors (e.g., focus/attention, speeding, fatigue, and alcohol/drug use) and a few environmental factors (e.g., weather conditions and nighttime driving). Student motorists need more opportunities to learn how to handle dangerous situations that frequently occur in various driving environments (317).

To effectively educate adolescent drivers, it is practical to provide a learning experience that involves participation, interaction, and reflection (Crawford, 14). For that reason, student drivers need education on preventing road rage.

Adolescent drivers were less aggressive and had fewer car collisions when parents managed and educated their driving (Lambert-Bélanger et al.; Pezoldt et al.; Farmer et al.). In addition, in 2018, the CDC and Oregon Department of Transportation reported that teenage drivers who completed approved driver training from their parents improved their driving habits more than uneducated young drivers (CDC Teen Drivers: Get the Facts, Oregon Department of Transportation: 2018 Annual Report 56). Parents strengthen the successful learning effect by asking, comparing, analyzing, and applying what youth drivers have learned. Adolescents deepen their knowledge through interaction (Crawford, 76).

Moreover, Ginsburg et al. found that when parents actively manage teenage motorists with rigorous rules and an authoritative attitude, young drivers show more desirable behavior and attitudes (1047). However, parents need to explain the why and how of automotive education to student drivers rather than yelling commands to “help” their children hone skills. Interaction facilitates a wide range of conversations, promotes students’ responses, and encourages students to analyze, interpret, and predict information (Crawford, 82). Parents should try to understand what teenagers do not know and share their wisdom and road rage coping methods with adolescent motorists (Underwood; Vlakveld; Goowin).

However, Rodwell et al. found that many parents have difficulty teaching their children to drive. The research shows that North American parents feel nervous about educating drivers and are too critical when teaching their children, so adolescent motorists are reluctant to learn from their parents. In addition, the researcher found that parents’ driving habits have a significant effect on teenage motorists’ driving patterns. Young drivers tend to mimic the way their parent’s drive (Damian R et al.,164–5). Therefore, parents must possess proper training tools to improve the driving behavior of both teenage drivers and parents (299–303).

Stimulation games designed for learning purposes offer many advantages regarding students’ skills training (Crawford; Goodwin; Smith et al.). A study has found that game-based educational stimulation increased learning ability and helped students with technical training (Johnstone; The University of Arkansas.; Qiu, Nan, et al.; Mathews et al.). Games have also been shown to improve athletic ability, self-esteem, and creativity while simultaneously providing challenges, motivation, and excitement (Ruiperez-Valiente et al., 83468–9; Braghirolli, et al. 320)

A VR simulation is a tool to improve student learning and enhance communication between parents and student drivers.

An appropriate dashboard design is required to effectively communicate between adolescent drivers and parents in the simulation (Ruiperez-Valiente et al.; Crawford). The student dashboard needs to present and summarize the information in a clear and organized way. In addition, the parent dashboard must present educational instructions and data to guide students (Annetta; Ruiperez-Valiente et al.; Crawford).

Learning analytics (e.g., levels and points) significantly enhance students’ self-awareness, motivation, and participation (Annetta; Ruiperez-Valiente et al.; Crawford).

Regarding color use, the researcher designed the simulation to incorporate colors similar to the road signs with which players are familiar.

In many video games, the player expresses their identity through an avatar that conveys the player’s identity, presence, and activity in the game. When a simulation player sees their avatar, they feel connected to the virtual world with a real identity, which motivates them to achieve their goals (Annetta, 105–12).

The researcher notes the importance of early education on understanding traffic, sharing the road properly, and judging the situation via the literature review. People travel every day and share the road with other drivers in the community. “Strategies to reduce aggressive driving behaviors among the youngest drivers may not only prevent crashes during their early driving careers but may also translate into a reduced crash risk over their lifetime” (Lambert-Bélanger et al. 337). This study and a design-centric solution explored a smartphone VR road rage app, as parents may lead teenage motorists to develop healthy driving habits via this solution.