Passenger Education Past and Present

1. Passenger EducationPast and Present Professor Helen Muir and Lauren Thomas Fourth Triennial International Fire and Cabin Safety Research Conference Lisbon, Portugal November 2004

2. Passenger Education Accidents Fire Fatalities Impact Fatalities

3. Fire Scenario • Rapid Evacuation • 90 Second Evacuation Demonstration • Cabin Configuration • Cabin Crew Performance • Passenger Education

4. 90 Second Evacuation Demonstration • All passengers through half exits • Realistic as possible • Representative sample of public • Darkness • Baggage in aisles

5. Cabin Configuration

6. Cabin Configuration

7. Cabin Crew Performance

8. Assertive Cabin Crew

9. Passenger Education

10. Passenger Education

11. Passenger Education

12. Impact Fatalities • Accidents at take off • Accidents at landing

13. Impact Fatalities

14. Passenger Education

15. NTSB Investigation of 21 Accidents (1962 – 1984) • Passenger risk reduced: • Paid attention to safety briefings • Read safety card • Better motivated and prepared

16. Reasons for Disregarding Safety Information • NTSB data from accidents 1983 – 2000 • Survival rate 95.7% • Passenger beliefs lower

17. Research • Johnson 1976 • Attenders • Non Attenders • Information consistent with expectations and events (brace, brace)

18. 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

19. Research • NTSB (2000) 46 evacuations • Watched briefing? 54% No – seen before 15% No – common knowledge • 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. • 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.

20. Safety Card Studies Caird et al (1997) 113 participants comprehension of 36 pictograms, from 9 safety cards. Responses : correct, partially correct or incorrect Only 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

21. Cobbett et al (2001) 4 types of briefing on Type III exit operation Groups of 3 • Standard briefing and safety card • Plus minimum Type III briefing • Plus when and how to operate exit (orally) • 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.

22. Video Briefings: • Consistency • More information • Realistic demonstrations • Variety of languages • Novelty • Rapidly changing images

23. 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

24. Future VLTAs – Twin Deck

25. Future VLTAs – Twin Deck

26. Future VLTAs

27. Future VLTAs –Blended Wing

28. Future VLTAs – Blended Wing

29. 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