Improving driving automation training through scaffolding of roles and responsibilities Information: A comparison between older and younger drivers

Abstract

Adaptive Cruise Control (ACC) is an Advanced Driver Assistance System (ADAS) commonly found in new vehicles that shares the responsibilities of maintaining headway and speed. However, drivers often have a limited understanding of their roles and responsibilities and how they should modify their behaviors when driving with ACC. This study investigates the effect of scaffolding teaching technique by providing additional background knowledge about ACC and highlighting drivers’ new roles and responsibilities for both older and younger adults during text-based ACC training programs. The study also initiates a new approach to evaluate drivers’ learning outcomes at different stages of driving automation training (i.e., reading behavior during training, post-training knowledge test, gaze monitoring behavior, and driving performance during simulated driving). Thirty-nine participants (20 younger + 19 older) received one of the two ACC training protocols: basic (system functionality, operational procedures, and limitations) and comprehensive (basic training + ACC background information and driving roles and responsibilities). The results showed that the comprehensive training led to reduced reading page revisits and adjusted workload during training, better performance in post-training knowledge tests, and more ACC engagement during simulated driving. The findings also suggested the feasibilities and connections within the new training evaluation approach that can provide insights into understanding ACC training outcomes through different stages. Future research is needed to further explore the effect of scaffolding teaching method on trainees’ learning-behavioral translation and the application of the new training evaluation approach to support experimental design or other in-vehicle technologies.