There is no agreement on the relation between driving parameters and drivers' subjective states. A linear as well as a threshold relationship for different subjective variables and driving parameters has been put forward. In this study we investigate the relationship between time headway and the ratings of risk, task difficulty, effort, and comfort. Knowledge about this interrelation may advance the development of adaptive cruise control and autonomous driving and can add to the discussion about driver behavior models. An earlier study (Lewis-Evans, De Waard, & Brookhuis, 2010) found a threshold effect for drivers' ratings of subjective variables for time headways between 0.5 and 4.0 seconds at a speed of 50 km/h. This study aims to replicate the threshold effect and to expand the findings to time headways at different speeds. A new measure for criticality was added as a categorical variable, indicating the controllability of a driving situation to give indications for the appliance of time headway in adaptive cruise control systems. Participants drove 24 short routes in a driving simulator with predefined speed and time headway to a leading vehicle. Time headway was varied eight-fold (0.5 to 4 seconds in 0.5 second increments) and speed was varied three-fold (50, 100, 150 km/h). A threshold effect for the ratings of risk, task difficulty, effort, and comfort was found for all three different speeds. Criticality proved to be a useful variable in assessing the preferred time headway of drivers.

In both studies, participants who experienced high levels of anger drove faster and exhibited greater longitudinal and lateral acceleration. Furthermore, multiple linear regressions and path-models revealed that highly motivated male drivers displayed the same behavior independent of their emotional state. The results indicate that anger and specific risk characteristics lead to maladaptive changes in important driving parameters and that drivers with these specific risk factors are prone to experience more anger while driving, which further worsens their driving performance. Driver trainings and anger management courses will profit from these findings because they help to improve the validity of assessments of anger related driving behavior.

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In this study the location of vehicle to vehicle distance thresholds for self-reported subjective risk and comfort was researched. Participants were presented with ascending and descending time headway sequences in a driving simulator. This so called method of limits of ascending and descending stimuli (Gouy, Diels, Reed, Stevens, & Burnett, 2012) was refined to efficiently determine individual thresholds for stable time headways with a granularity of 0.1 seconds. Time headway thresholds were researched for 50, 100, and 150 km/h in a city, rural, and highway setting. Furthermore, thresholds for self-driving (level 0 automation: NHTSA, 2013) were compared with thresholds for the experience of subjective risk and comfort in assisted driving, similar to adaptive cruise control (level 1 automation). Results show that preferred individual time headways vary between subjects. Within subjects however, time headway thresholds do not significantly differ for different speeds. Furthermore we found that there was no significant difference between time headways of self-driving and distanceassisted driving. The relevance of these findings for the development of adaptive cruise control systems, autonomous driving and driver behavior modelling is discussed.

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Paving the way to future mobility, teleoperation of vehicles promises a reachable solution to effectively use the benefits of automated driving as long as fully automated vehicles (SAE 5) are not entirely feasible. Safety and reliability are assured by a human operator who remotely observes the vehicle and takes over control in cases of disturbances that exceed the vehicle automation’s skills. In order to integrate the vehicle’s automation and human remote-operation, we developed a novel user-centered human-machine interface (HMI) for teleoperation. It is tailored to the remote-operation of a highly automated shuttle (SAE 4) by a public transport control center and based on a systematic analysis of scenarios, of which detailed requirements were derived. Subsequently, a paper-pencil prototype was generated and refined until a click-dummy emerged. This click-dummy was evaluated by twelve control center professionals. The experts were presented the prototype in regular mode and were then asked to solve three scenarios with disturbances in the system. Using structured interview and questionnaire methodology, the prototype was evaluated regarding its usability, situation awareness, acceptance, and perceived workload. Results support our HMI design for teleoperation of a highly automated shuttle, especially regarding usability, acceptance, and workload. Participant ratings and comments indicated particularly high satisfaction with the interaction design to resolve disturbances and the presentation of camera images. Participants’ feedbacks provide valuable information for a refined HMI design as well as for further research.

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Net-based collaborative learning discourses often suffer from deficiencies such as lack of coherence and coordination. It is suggested that the provision of two functionalities, referencing and typing, which learners may optionally use to ground their contributions during a chatbased discourse, can improve collaborative learning. In particular, we examined if goal focus, type of task and group size affect learning outcomes and the use of these functionalities. A chatbased system, called a learning protocol, implements these functionalities and serves as a netbased collaborative learning environment. Results suggest that a learning protocol is more beneficial for knowledge-acquisition tasks than for problem-solving tasks, and that the use of supporting functionalities increases when goal focus is on the group rather than on the individual. Also, there is a tendency that learning outcomes improve as group size increases. We propose that learning protocols provide potentially valuable design features that can promote net-based collaborative learning.