Data underlying the submission: Exploring the Learning Strategies of Drivers using Advanced Driver Assistance Systems (ADAS)

Interview transcripts - Conducted interviews with drivers who have used ADAS.Research objectives: Investigate ADAS learning, learning source, learning strategies, and Usage of ADAS. <br>Interview questions are as follows:<strong>Learning strategy</strong>Q1 Can you explain the [function name]? Q2 How did you learn about the system? Q3 What information did you get from a car dealership? Q4 Did you read the owner’s manual? Q5 Which information should drivers learn about the function?Q6 What instructional methods would you recommend for learning? <strong>System experience/understanding</strong>Q7 Do you keep your hands-on the steering wheel? Q8 Are you still confused about some parts of using the function?Q9 Do you have experience where the features do not work properly? Q10 Do you use the function all the time? / Do you disengage Autopilot and FSD Beta?Q11 When do you prefer to drive manually?Q12 How do you drive differently after you use driving automation?Q13 How do you use driving automation function in complex road situations such as a school zone or a construction area?<br><strong>Abstract</strong>: 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. Through in-depth interviews with thirty-five drivers U.S. drivers experienced with SAE Level 2 partial driving automation, this study explores the learning strategies, including how they learn (learning channel) and what they learn (learning content) regarding ADAS. The findings show that trial-and-error is the predominant learning channel drivers use to learn about ADAS. Dealerships are critical points for providing initial information, but there is variability in the quality and timing of information provided by sales personnel. Traditional owner’s manual was rarely used to get information, but drivers relied on digital resources to gather information about ADAS. This study suggests that during the initial learning phase, it is essential to provide fundamental information, such as basic functions, operations, and limitations of ADAS while avoiding information overload. Subsequently, supporting trial-and-error learning is necessary to ensure drivers acquire accurate knowledge during practical driving. Furthermore, the study highlights the importance of integrating various learning channels, including driving schools, dealerships, digital resources, and hands-on experience through trial-and-error, into a comprehensive learning framework for ADAS.