The potential of gamification for user education in partial and conditional driving automation: A driving simulator study |
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| Affiliation: | 1. Technische Universität Dresden, Chair of Traffic and Transportation Psychology, Hettnerstrasse 1, 01069 Dresden, Germany;2. University of Würzburg, Institute of Psychology, Röntgenring 11, 97070 Würzburg, Germany;3. Audi AG, 85045 Ingolstadt, Germany;1. Monash University Accident Research Centre, Monash University, Victoria, australia;2. Road Safety Victoria, Department of Transport, Victoria, Australia;3. Victorian Institute of Forensic Medicine, Victoria, Australia;4. Monash University Eastern Health Clinical School, Victoria, Australia;5. Turner Institute for Brain and Mental Health, Monash University, Victoria, Australia;6. Sunnybrook Hospital, Ontario, Canada;7. Société de l’assurance automobile du Québec, Québec, Canada;8. Royal College of Physicians of Ireland, Dublin, Ireland;1. University of Southern Queensland (USQ), School of Psychology and Wellbeing, Australia;2. Queensland University of Technology (QUT), School of Psychology and Counselling, Centre for Accident Research and Road Safety – Queensland, Australia;3. Queensland University of Technology (QUT), School of Exercise and Nutrition Sciences, Australia;4. Queensland University of Technology (QUT), School of Psychology and Counselling, Australia;1. Robert Bosch GmbH, Gerlingen-Schillerhöhe, Germany;2. Assessment and Intervention, Faculty of Psychology, TU Dresden, Germany;1. Swedish National Road and Transport Research Institute (VTI), Linköping, Sweden;2. Swedish Transport Agency, Borlänge, Sweden |
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| Abstract: | Drivers must establish adequate mental models to ensure safe driver-vehicle interaction in combined partial and conditional driving automation. To achieve this, user education is considered crucial. Since gamification has previously shown positive effects on learning motivation and performance, it could serve as a measure to enhance user education on automated vehicles. We developed a tablet-based instruction involving gamified elements and compared it to instruction without gamification and a control group receiving a user manual. After instruction, participants (N = 57) experienced a 30-minute automated drive on a motorway in a fixed-base driving simulator. Participants who received the gamified instruction reported a higher level of intrinsic motivation to learn the provided content. The results also indicate that gamification promotes mental model formation and trust during the automated drive. Taken together, including gamification in user education for automated driving is a promising approach to enhance safe driver-vehicle interaction. |
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| Keywords: | Automated driving Gamification Mental model Motivation Mode awareness |
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