Presentation
Learning at Mach Speed: The Effects of Training Types on Driver Motivation and Engagement in L2 Training.
SessionPoster Session 1
DescriptionAs advanced driver assistance systems (ADAS) become increasingly common in production vehicles, many drivers appear to lack a clear understanding of system functions and capabilities without proper training. However, rather than seeking formal instruction, drivers often rely on trial and error to learn, highlighting the significant challenge of motivating adult drivers to engage with training programs. To understand motivation in an educational context, researchers turned to the ARCS model of motivation (Keller, 1983) for a theoretical framework. The goal of this study was to understand drivers’ motivations for engaging in training and use cases for L2 automation. This on-road instrumented vehicle study assessed two different training types (a novel interactive training method used while driving and training video used when safely parked) both accompanied by a flipbook. Participants completed introductory surveys, drove a predetermined route, then completed post-drive questionnaires and a brief interview. Results indicated a greater number of participants engaged with and showed the greatest support for the interactive training when compared to the training video. Overall, these results suggest that interactive training may be a viable delivery method that encourages voluntary engagement from drivers. However, more research is required before implementing interactive training into real world use cases.
Contributors
Alternate Presenter
Event Type
Poster
TimeTuesday, October 14th5:30pm - 6:30pm CDT
LocationRiverside East
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