Abstract
The present research examines the role of maths-related literacies, or competencies, in influencing the relationship between ICTs and travel behaviour. We adopted a Bayesian approach to jointly model the frequency of different types of internet use, and total travel distance per traveller, with respect to measures of lifewide literacies (other than reading), specifically in the form of numeracy and financial literacy questions. Our findings revealed that participants with higher levels of these literacies used the internet more frequently, and travelled further than those with fewer skills. These literacies were directly associated with total travel distance, as well as indirectly associated through internet use. Our results therefore imply that a strong policy aim to improve maths-related literacies could have implications for mitigating the effects of social exclusion in the digital age.
Highlights
The relationship between information and communication tech nology (ICT) and travel behaviour has been extensively investigated over several decades (Mokhtarian and Tal, 2013; Hong and McArthur, 2017; Mokhtarian et al, 2006; Hong and Thakuriah, 2016)
The main aim of this paper is to examine the potential links between maths-related literacies, ICT use and travel behaviour that could lead to forms of social exclusion
Since we adopted a Bayesian approach, we report the 95% credible interval (CI), which is analogous to the confidence interval produced by frequentist methods. 95% CI means that the estimate falls within this interval with a 95% probability
Summary
The relationship between information and communication tech nology (ICT) and travel behaviour has been extensively investigated over several decades (Mokhtarian and Tal, 2013; Hong and McArthur, 2017; Mokhtarian et al, 2006; Hong and Thakuriah, 2016). People daily face financial problems (e.g., travel costs, mort gage and personal loans), and numeracy is one of the key factors that can facilitate life judgements and decisions regarding such essential life matters (Ghazal et al, 2014). These literacies are related to ICT use (e.g., frequency and access) and the level of understanding about in formation that people will acquire (Peter et al, 2007; De Haan, 2004). As the importance of ICT in our daily life and the integration of ICT with transport have grown rapidly, the role of core competencies in ICTtransport research has become more important
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