Training Drivers on L2 Automated Systems: A Pilot Study for Developing Effective Training that Drivers Will Use

Abstract

Partially automated systems, also known as Level 2 (L2) automated systems or advanced driver assistance systems (ADAS), are becoming increasingly common in the U.S. vehicle fleet, and ubiquitous on new vehicles. The Highway Loss Data Institute estimates that more than 28% of registered vehicles in the United States in 2023 were equipped with automatic emergency braking technology and that more than 90% of model year 2023 new vehicle series included automatic emergency braking as a standard or optional feature. Considering the increasing proliferation of vehicles equipped with L2 partial driving automation, it is important to ensure that drivers sufficiently understand the systems to support safe and appropriate use. Evidence suggests that proper understanding of L2 automated system leads to safer interactions with the systems , and that formal instruction produces greater understanding than trial and error alone. Additionally, engaging adults in learning about a new technology may require distinct design considerations well as motivational frameworks. Given drivers’ clear affinity for trial and error and the importance of relevance in the motivation model, it seems plausible that drivers might be more likely to engage with formal training if it is offered inside the vehicle itself, so that they could access training at the place and time when they seek to learn/understand/use the vehicle systems. However, practically, it remains unknown whether drivers would engage in training to gain understanding of these new systems, even if it were readily available in the vehicle.