The Future of Unmanned Aircraft Systems

Marshall, Douglas M.; Barnhart, Richard K.; Hottman, Stephen B.; Shappee, Eric; Most, Michael Thomas

doi:10.1201/9780429347498-20

Cited by 1 publication

(1 citation statement)

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“…As much as these are influential to consider, they were, however, tailored towards HCI and not necessarily automated driving. Granting, this is not to assert that there are no studies in the automated driving domain (see [24,[40][41][42][43][44]); however, most of these studies do not focus on learnability as a concept but rather learning, with the exception of [45]. In a sense, there is little, if not none, that specifically focuses on how to define learnability in the context of automated driving, and especially extended learnability.…”

Section: Initial Learnabilitymentioning

confidence: 99%

Learnability in Automated Driving (LiAD): Concepts for Applying Learnability Engineering (CALE) Based on Long-Term Learning Effects

Mbelekani,

Bengler

2023

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Learnability in Automated Driving (LiAD) is a neglected research topic, especially when considering the unpredictable and intricate ways humans learn to interact and use automated driving systems (ADS) over the sequence of time. Moreover, there is a scarcity of publications dedicated to LiAD (specifically extended learnability methods) to guide the scientific paradigm. As a result, this generates scientific discord and, thus, leaves many facets of long-term learning effects associated with automated driving in dire need of significant research courtesy. This, we believe, is a constraint to knowledge discovery on quality interaction design phenomena. In a sense, it is imperative to abstract knowledge on how long-term effects and learning effects may affect (negatively and positively) users’ learning and mental models. As well as induce changeable behavioural configurations and performances. In view of that, it may be imperative to examine operational concepts that may help researchers envision future scenarios with automation by assessing users’ learning ability, how they learn and what they learn over the sequence of time. As well as constructing a theory of effects (from micro, meso and macro perspectives), which may help profile ergonomic quality design aspects that stand the test of time. As a result, we reviewed the literature on learnability, which we mined for LiAD knowledge discovery from the experience perspective of long-term learning effects. Therefore, the paper offers the reader the resulting discussion points formulated under the Learnability Engineering Life Cycle. For instance, firstly, contextualisation of LiAD with emphasis on extended LiAD. Secondly, conceptualisation and operationalisation of the operational mechanics of LiAD as a concept in ergonomic quality engineering (with an introduction of Concepts for Applying Learnability Engineering (CALE) research based on LiAD knowledge discovery). Thirdly, the systemisation of implementable long-term research strategies towards comprehending behaviour modification associated with extended LiAD. As the vehicle industry revolutionises at a rapid pace towards automation and artificially intelligent (AI) systems, this knowledge is useful for illuminating and instructing quality interaction strategies and Quality Automated Driving (QAD).

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