The potential of gamification for user education in partial and conditional driving automation: A driving simulator study

Feinauer, Sophie; Schuller, Lea; Groh, Irene; Huestegge, Lynn; Petzoldt, Tibor

doi:10.1016/j.trf.2022.08.009

Cited by 14 publications

(4 citation statements)

References 57 publications

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“…Common design elements used include points, badges, and leaderboards [53]. A recent example of gamification applied to the traffic safety domain demonstrated promising results of including gamification in user education for partial and conditional driving automation [54]. For an extensive literature review on the behavioral effects of gamification, see [55].…”

Section: Nudging As a Tool For Behavior Changementioning

confidence: 99%

In-vehicle nudging for increased Adaptive Cruise Control use: a field study

Gustavsson,

Ljung Aust

2024

J Multimodal User Interfaces

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Close following to lead vehicles is associated with increased risk of rear-end crashes in road traffic. One way to reduce instances of close following is through increased use of the Advanced Driver Assistance System (ADAS) Adaptive Cruise Control (ACC), which is designed to adjust vehicle speed to maintain a safe time headway. Since the activation of ACC is driver-initiated, there is a need to influence the propensity of drivers to use the function. This research aimed to explore whether in-vehicle nudging interventions could be effective for this purpose. A field trial was conducted to consecutively assess the effects of two nudges on drivers’ utilization of ACC, compared to baseline usage. Exposing the participants (n = 49) to the first ambient design nudge resulted in a 46% increase in ACC usage on average. Following the introduction of the second nudge (a competitive leaderboard nudge), the average increase among participants (n = 48) during the complete treatment period reached 61%. The changes in ACC utilization varied between individual drivers, highlighting the need to monitor behavioral outcomes of nudges and adapt them when needed. In conclusion, this research shows that utilizing in-vehicle nudging is a promising approach to increase the use of vehicle functions contributing to improved traffic safety.

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Section: Nudging As a Tool For Behavior Changementioning

confidence: 99%

In-vehicle nudging for increased Adaptive Cruise Control use: a field study

Gustavsson,

Ljung Aust

2024

J Multimodal User Interfaces

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“…Gaspar et al (2020) used a similar approach in a simulator study and found that strong information led to better knowledge of ADAS. Two simulator studies with different methods of training found that any level of training helped drivers understand ADAS better, although interactive group (Forster et al, 2019) and gamified training group (Feinauer et al, 2022) demonstrated better knowledge of ADAS as compared to owner's manual. Studies have also used different methods of training such as Augmented Reality (AR) and shown that as compared to owner's manual, AR training lead to higher trust, lower ADAS interaction errors and higher user experience.…”

Section: Introductionmentioning

confidence: 99%

How does training influence use and understanding of advanced vehicle technologies: a simulator evaluation of driver behavior and mental models

Pradhan

Hungund

Pai

et al. 2023

TSR

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Advanced vehicle technologies such as Advanced Driver Assistance Systems (ADAS) promise increased safety and convenience but are also sophisticated and complex. Their presence in vehicles affects how drivers interact with the technologies and how drivers must know about these technologies. To maximize safety benefits, drivers must use such systems appropriately. They must understand how these technologies work and how they may change drivers' traditional responsibilities. Training has been recognized as an effective tool for accelerating knowledge and skills in traditional driving. Consequently, training is gaining recognition as an important tool for improving drivers' knowledge, understanding, and appropriate use of vehicle technologies as well. This study evaluated the effects of different training methods on drivers' use and understanding of vehicle automation, specifically Adaptive Cruise Control (ACC). Licensed drivers with little to no experience with ADAS features were randomly assigned into groups based on three training conditions: two experimental groups, ‘User Manual’ and ‘Visualization’, and a control group with a ‘Sham’ training. Participants were surveyed on their understanding of Adaptive Cruise Control before and after training. They also drove an advanced driving simulator equipped with ACC. The simulated drive offered multiple opportunities for the drivers to interact with the ACC and included embedded cues for engaging with the system and embedded probes to measure driver awareness of the system state. The results found a significant overall increase in knowledge of ACC after training for the experimental groups. Drivers in the experimental training groups also had better real-time awareness of the system state than the control group. The results indicate that training is associated with improved knowledge about the systems. It also shows differential effects of different approaches to training, with text-based training showing greater improvement. These findings have important implications for the design and deployment of these systems, and for policies around driver licensing and education.

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“…La gamificación, proceso que incorpora elementos de diseño de juegos en contextos no lúdicos para mejorar la participación y el aprendizaje del usuario, ha ganado una creciente atención en la pedagogía y la formación corporativa en la última década (Feinauer et al, 2022;Murillo-Zamorano et al, 2023). Esta metodología se basa en la idea de que los juegos pueden fomentar la motivación intrínseca, el compromiso y la creatividad, características esenciales para el aprendizaje y la resolución de problemas (Deterding et al, 2011).…”

Section: Introductionunclassified

Game-based exercise focused on emotional intelligence

González García,

Lozano Pineda,

Cuartas Díaz

et al. 2023

Reg Cient

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This study explores the rising vitality of socio-emotional skills, or 'soft skills,' within industrial engineering in Industry 4.0. Anchoring in Daniel Goleman's emotional intelligence theory and Arik Carmeli's explorations, it underscores how emotional intelligence propels optimal work attitudes and behaviors. The research implements a playful activity aimed at strengthening emotional and social competencies, particularly emphasizing self-awareness, self-management, and social skills. Executed in a strictly controlled and monitored environment and leveraging experiential learning methods, the study anticipates participants will enhance their capabilities in effective communication, conflict resolution, team leadership, and adaptation to dynamic and complex work contexts.

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The potential of gamification for user education in partial and conditional driving automation: A driving simulator study

Cited by 14 publications

References 57 publications

In-vehicle nudging for increased Adaptive Cruise Control use: a field study

In-vehicle nudging for increased Adaptive Cruise Control use: a field study

How does training influence use and understanding of advanced vehicle technologies: a simulator evaluation of driver behavior and mental models

Game-based exercise focused on emotional intelligence

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