Exploring the Learning Strategies of Drivers Using Advanced Driver Assistance Systems (ADAS)

Abstract

The integration of Advanced Driver Assistance Systems (ADAS) in vehicles marks an advancement in automotive safety and driving efficiency. However, to obtain the benefits of ADAS, drivers need to understand and utilise the systems properly. This study investigates the strategies employed by U.S. drivers to learn about and operate ADAS, focusing on both the learning channels through which they acquire information and the learning content of that information. Through in-depth interviews with twenty-three drivers, who are experienced with SAE Level 2 partial driving automation, this study explores the learning methods, experiences, and knowledge drivers gain when interacting with ADAS features. The findings show that trial-and-error is the predominant method drivers use to learn about ADAS. In addition, dealerships are critical points for providing initial information, but there is variability in the quality and timing of information provided by sales personnel. In the initial learning phase, it is important to convey critical information, such as the basic functionality, operation, and limitations, while avoiding information overload. In addition, drivers expressed a desire to receive feedback on the status of these features and the reasons for any occurrences while driving. The study highlights the necessity of comprehensive learning strategies incorporating multiple learning channels, including driving schools, dealerships, digital resources, and practical experience through trial-and-error. This research shows the importance of a structured and adaptable approach to ADAS learning, tailored to drivers’ preferences and behaviours, to maximise the safety and utility of driving automation.