CHAPTER 1

Research Overview

1.1 Background

Motor vehicles are increasingly equipped with ADAS that support the driving task by issuing warnings, intervening with temporary control, or automating part of the driving task. These systems include ACC, lane keeping assistance (LKA), and automatic emergency braking (AEB), among many others. In 2021, more than 90% of all new vehicles were equipped with ACC, and half could provide both steering and speed control under certain conditions (Bartlett 2021).

Analyses of crashes involving vehicles equipped with ADAS, specifically those with forward collision warning (FCW) or AEB report significant safety benefits (e.g., Cicchino 2019; Cicchino & Kidd 2024). However, ADAS can only assist if drivers choose to use them. Previous research has found that some drivers who own ADAS-equipped vehicles disable ADAS features (Reagan et al. 2018). Some drivers also have gaps in their understanding about the functionality and limitations of ADAS technologies (DeGuzman & Donmez 2021; Mason et al. 2023; McDonald et al. 2018). Strong understanding of ADAS, such as ACC, leads to less uncertainty and better performance in safety-critical situations (Gaspar et al. 2021).

Many challenges remain in developing and evaluating effective ADAS education. ADAS nomenclature and functions vary between manufacturers, makes, and models. Numerous organizations have called for standardized naming [American Automobile Association (AAA) et al. 2022; Technology & Maintenance Council (TMC) Recommended Practice (RP) 547: Guidelines for Advanced Driver Assistance System (ADAS) Nomenclature]. Although drivers most often learn about ADAS through the owner’s manual (Kaye et al. 2022), the owner’s manual often does not detail which ADAS are equipped in the vehicle. In addition, ADAS can be modified via over-the-air software updates, meaning that system functionality can change from one drive to the next. All these factors may lead to driver confusion, misunderstanding, misuse, and disuse. The variability across systems and updates within systems make it difficult to create educational and training materials that offer anything but the most basic information. Depending on the source, existing educational materials may be difficult to understand (Oviedo-Trespalacios et al. 2021), contain inaccuracies, and be out of date.

1.2 Study Objectives

This project has five primary objectives and consists of two phases, as illustrated in Figure 1. First the team reviewed and documented ADAS educational material and training approaches from a variety of sources, including scientific literature, standards development organization (SDO) activities, and educational materials provided by various organizations.

As is true in most fields, there exists a gap between theory and practice. Researchers assess the effects of ADAS training or education among a specific sample of participants by measuring outcomes (i.e., dependent variables), often in a controlled setting under ideal circumstances. Practitioners may use these findings to inform the development of ADAS training and education while also having to consider the practical implications or constraints. Using ACC as an example, online educational material must be accessible for the common public, adhere to the organization’s formatting specifications, be approved by their legal counsel, and may need to be agnostic to manufacturers or broad enough to cover an array of

ACC systems. To document the gap between theory and practice, the research team developed a framework capturing key aspects of ADAS educational materials. The development of the framework was informed by the review and documentation of the scientific literature, educational materials, and standards development activities.

Next, the researchers used the framework to characterize the educational materials, identify gaps, and recognize opportunities for confusion in existing educational approaches. Finally, with the input of subject matter experts, the research team identified driving populations who may benefit from a better understanding of ADAS and selected an ADAS that was featured in Phase II.

During Phase II of the project, the research team developed a process to guide practitioners through steps to identify and customize ADAS learning materials that fit their organization’s aims, audience of learners, learning objectives, and resources. The team completed two case study exercises, applying and refining the proposed process to illustrate how practitioners might deliver ADAS educational materials or training to users new to ACC for drivers of passenger vehicles and commercial motor vehicles. The researchers also developed tools to support practitioners through the process and created a TRB webinar.

In a handful of instances, the researchers leveraged an AI tool (Microsoft Copilot) to draft a summary of their observations. The output was then revised by the research team.