Supplematary material for "Teaching multimodal interaction in cars to first-time users"

This study explores three variations of a proactive method to teach multimodal gaze and gesture interactions to first-time users in the scenario of an SAE level 5 automated vehicle. The three variations differed in size, placement on the screen, and whether active user input was required to receive additional information. The results of a user study involving the gesture control prototype in a driving simulator (N=30) show that the greatest variation was more effective in teaching, caused by significant differences in visibility ratings (p<0.001), size (p<0.001) and duration (p=0.001) of the pop-ups. The results show no correlation between the measured effectiveness and the preference for a specific variation. Across all variations, participants are positive toward receiving proactive teaching from their car to learn new features. We conclude that proactively teaching users novel interaction methods has the potential to improve the user experience in future vehicles.

本研究针对SAE 5级自动驾驶汽车（SAE level 5 automated vehicle）场景下的首次使用者，探索了三种用于教授多模态注视与手势交互的主动式教学方法变体。三种变体在尺寸、屏幕摆放位置，以及是否需要用户主动输入以获取额外信息这三个维度存在差异。一项搭载手势控制原型的驾驶模拟器用户研究（N=30）结果显示，尺寸最大的变体教学效果更优，该结论得到了弹窗可见性评分（p<0.001）、尺寸（p<0.001）与持续时长（p=0.001）存在显著差异的支撑。研究结果表明，用户感知的交互教学有效性与对特定变体的偏好之间并无关联。在所有变体中，参与者均对车辆主动提供新功能教学的方式持积极态度。综上，主动向用户教授新型交互方法，有望改善未来车载场景下的用户体验。