While Advanced Driver Assistance Systems (ADAS) technologies are now common, many drivers are not fully aware of their operational limitations [1]. These inaccurate mental models of ADAS can impact driving behavior [2], and lead to misuse or disuse of these systems. A substantial proportion of drivers with access to these technologies fail to understand critical functions and limitations, with over half unable to correctly answer questions about the systems they use daily [3]. The challenge is further compounded by inconsistencies in terminology and functionality across different manufacturers, adding to the confusion and increasing the risk of crashes. Training, information, and education for drivers may address these gaps in driver knowledge of ADAS. 

Currently, drivers learn information from various sources, including trial and error, owner’s manuals and other Original Equipment Manufacturer (OEM) produced materials (e.g., websites, videos), dealerships, and from friends and family [4], demonstrating the diverse channels and partners that create and disseminate ADAS information. Research has examined various approaches to providing training to drivers, by investigating differences in training processes [2], training content [1, 5-6], training medium [6], and training objectives [5]. However, much of this research has shown that driver education about ADAS is a complex, multifaceted process, that is influenced by multiple factors. A framework examining the various factors and their interactions would be of benefit to the driver safety community and help facilitate the development of new consumer education by stakeholders. 

The main goal of this workshop is to create a framework that can be used to optimize the effectiveness of future consumer education (CE). To accomplish this, we will complete two objectives: 

1. Develop an ADAS Education Framework: An initial framework (e.g., Figures 1 and 2) that is comprehensive and captures stakeholder-relevant CE elements (e.g., delivery methods, types of ADAS technologies) will be developed. 

2. Improve Comprehension and Utilization: The framework will be modified by adjusting the framework to align with relevant stakeholder (including end users) needs. 

Before attending the workshop, please provide input to assist us with scoping our ADAS and suggest additional components of ADAS education. We will integrate this feedback into an initial framework that will be modified during the workshop. 

A half-day workshop has been designed with the following schedule of activities:

 • Introductions (20 minutes): The workshop will begin with introductions and a quick review of the scope, planned activities, goals and objectives. 

• Catalysis (30 minutes + 10-minute break): To spur thinking, a small set of presentations will cover various CE-related topics including but not limited to (1) core elements of ADAS CE (e.g., stakeholders, messaging content, delivery mechanisms) and (2) past research findings regarding the design of effective CE approaches. Participants will use flashcards to capture thoughts on how they might form a framework that can be used to optimize the effectiveness CE. 

• Activity 1 - Stakeholder Input (60 minutes + 15-minute break): Participants will design an initial framework and prioritize elements in ways that align with the development, delivery, and evaluation of CE and the formation of policy, regulation, and standards. A set of diverse personas (e.g., older drivers living in a rural area) will be used to represent various stakeholders, help facilitate discussion and design activities, and encourage a discussion of more inclusive CE design. Participants will then use the initial framework to illustrate how it can be used to develop CE solutions and ensure optimal impact. For example, how might the initial framework aid in the formation of policy, building and testing in-vehicle CE approaches, and the identification of research projects?

• Activity 2 - Framework Application (60 minutes + 15-minute break): Participants will form breakout groups and test the robustness of the framework by outlining a CE approach for different personas/use cases. Participants will also be asked to identify and prioritize any remaining challenges to developing and implementing future CE (e.g., research questions to be addressed, CE delivery technology development).

 • Wrapping it up (30 minutes): The organizers will review the two activities and summarize the current state of the framework. Participants will be asked to provide a final statement on the framework (e.g., emphasize a CE element or remaining gaps). The workshop will conclude with a statement about the planned next steps and an invitation for participants to contribute after the workshop. 

This collaborative workshop will produce a framework that serves as a guide during the selection or development of CE approaches that end-users are likely to use. By attending the workshop, participants will learn how to identify and consider stakeholders in CE development, understand end-user needs, and identify critical gaps in knowledge and potential approaches to address them. 

In addition to the framework, a sample of use cases will be generated to illustrate how the framework can be leveraged when developing CE solutions and evaluating the design and impact of CE on safety-related outcomes. We will identify future products (i.e., tools, rubrics, processes, assessments) generated from the framework to support each stakeholder group. 

[1] DeGuzman, C. A., & Donmez, B. (2021). Drivers still have limited knowledge about adaptive cruise control even when they own the system. Transportation research record, 2675(10), 328-339. 

[2] Gaspar, J. G., Carney, C., Shull, E., & Horrey, W. J. (2021). Mapping drivers’ mental models of adaptive cruise control to performance. Transportation research part F: traffic psychology and behaviour, 81, 622-638. 

[3] McDonald, A., Carney, C., & McGehee, D. V. (2018). Vehicle owners’ experiences with and reactions to advanced driver assistance systems. AAA Foundation for Traffic Safety. 

[4] Mason, J., Carney, C., Gaspar, J. G., Kim, W., Romo, A., & Horrey, W. J. (2023). Mapping Comprehension of ADAS across Different Road Users. AAA Foundation for Traffic Safety. 

[5] Zheng, H., Mason, J. R., Classen, S., & Giang, W. C. (2023). Pilot study: Effect of roles and responsibility training on driver’s use of adaptive cruise control between younger and older adults. Transportation research part F: traffic psychology and behaviour, 94, 53-66. 

[6] Singer, J., & Jenness, J. W. (2020). Impact of information on consumer understanding of a partially automated driving system. AAA Foundation for Traffic Safety.