How Does Learning Material on General Knowledge of Driving Automation Influence Users’ Comprehension and Trust?
- Delivery
- Available on this site
- Format
- Price
- Non-members (tax incl.)：￥1,100 Members (tax incl.)：￥880
- Publication code
- 20219079
- Paper/Info type
- Other International Conferences
- Pages
- 1-5(Total 5 p)
- Date of publication
- Sep 2021
- Publisher
- JSAE
- Language
- English
Detailed Information
| Author(E) | 1) Huiping Zhou, 2) Makoto Itoh, 3) Yoshiko Goda, 4) Maki Arame, 5) Junko Handa, 6) Satoshi Kitazaki |
|---|---|
| Affiliation(E) | 1) University of Tsukuba, 2) University of Tsukuba, 3) Kumamoto University, 4) Kumamoto University;Tokyo Polytechnic University, 5) Kumamoto University;Tokyo Polytechnic University, 6) National Institute of Advanced Industrial Science and Technology |
| Abstract(E) | This study focused user training on general knowledge about driving automation, and designed three types of learning material to investigate their effectiveness on user public education. This paper aims to reveal what kind of material is more helpful in improving the comprehension of automation functions. All 50 people participated in the training and received a quiz and a questionnaire about automation. Correct rates and self-rated scores showed that a participatory video worked better on user comprehension than a shorter narrative video or a text slideshow. However, a shorter narrative video with less information is more likely to contribute to tranferring the abstract concept of a driver state that is not explicitly instructed in advance. Meanwhile, a relatively higher extent of comprehension induced a lower level of trust in driving automation (DA), suggesting that the narrative video is more likely to motivate users to understand system functions and their limits, and to contribute to the calibration of user trust in the DA. |
