passenger education past and present professor helen muir and lauren thomas fourth triennial...
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Passenger EducationPast and Present
Professor Helen Muirand
Lauren Thomas
Fourth Triennial International Fire and Cabin Safety Research Conference
Lisbon, PortugalNovember 2004
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Passenger Education
Accidents
Fire Fatalities
Impact Fatalities
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Fire Scenario
Rapid Evacuation– 90 Second Evacuation Demonstration– Cabin Configuration– Cabin Crew Performance– Passenger Education
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90 Second Evacuation Demonstration
All passengers through half exits Realistic as possible Representative sample of public Darkness Baggage in aisles
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Cabin Configuration
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Cabin Configuration
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Cabin Crew Performance
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Assertive Cabin Crew
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Passenger Education
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Passenger Education
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Passenger Education
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Impact Fatalities
Accidents at take off
Accidents at landing
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Impact Fatalities
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Passenger Education
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NTSB Investigation of 21 Accidents (1962 – 1984)
Passenger risk reduced:
1. Paid attention to safety briefings
2. Read safety card
3. Better motivated and prepared
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Reasons for Disregarding Safety Information
NTSB data from accidents 1983 – 2000
Survival rate 95.7%
Passenger beliefs lower
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Research
Johnson 1976–Attenders–Non Attenders
Information consistent with expectations and events (brace, brace)
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Research
Muir and Fennel 1992– Frequent fliers– Non-frequent fliers
Cabin crew tasks:– Passenger safety– Assisting in emergency– Information on safety procedures– Service role less important
Passenger beliefs influence behaviour in an emergency
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Research NTSB (2000) 46 evacuations
1. Watched briefing?54% No – seen before15% No – common knowledge
2. Effectiveness of briefing?Over 50%
- information not specific to their evacuation- needed more information on exit routes, use of slides and
how to get off wing.
3. Read Safety Card?68% No (89% said read on previous flights)44% not read card or listened to briefing
- If read card, found useful – location of exits and slides, use of slides and location of emergency lighting.
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Safety Card StudiesCaird et al (1997)
113 participants comprehension of 36 pictograms, from 9 safety cards. Responses : correct, partially correct or incorrectOnly 16 pictograms comprehension over 50%.
Jentsch (1996)150 participants English, French and German. Understanding of
black and white pictograms- General interpretations- Not specific details of information.
Johnson (1976)Phrases on safety cards:- “Jump – don’t sit” 73.5% correct- “Jump” 67.8%- No information 59.9%Sitting takes 1/3 second longer
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Cobbett et al (2001)
4 types of briefing on Type III exit operation
Groups of 3
1. Standard briefing and safety card
2. Plus minimum Type III briefing
3. Plus when and how to operate exit (orally)
4. Plus when and how to operate exit (written)
Results - 3 and 4 reacted more quickly to call to evacuate- 4 made exit operational more quickly- 1 were more likely to leave exit in cabin.
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Video Briefings:
Consistency More information Realistic demonstrations Variety of languages Novelty Rapidly changing images
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New Technology
Individually controlled displays Computer literate passengers Interactive Briefings for different scenarios Passengers select language Learning game on aircraft safety Non computer literate have traditional briefing
video Future technology
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Future VLTAs – Twin Deck
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Future VLTAs – Twin Deck
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Future VLTAs
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Future VLTAs –Blended Wing
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Future VLTAs – Blended Wing
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Conclusions
Passenger knowledge makes a difference Challenge to ensure all passenger groups obtain required
information– persuade passengers of need– Keep attention– Language appropriate for context– Specific information– Specific instructions– Pictograms comprehensible– Clear detailed information improves performance– Length of briefing– Specific focused briefings