Abstract
There are always big issues to use new technology. The users need to know how to use it and what will happen if they do not use it properly because of lack of knowledge. Automated vehicles equivalent to driving automation levels 3 and 4 and advanced driving support systems in the levels are the same. Necessary knowledge and information to be acquired by drivers and pedestrians as well as effective educational methods should be identified. Furthermore, there are individual differences what one needs to know about automated driving as a driver and how to relate to an automated vehicle as a driver. In this research, safe driving education prototype contents were developed that can absorb differences in personal attributes such as learning styles, ages, and personal traits. This study examined how the traffic safety education, such as safety training for driving schools, should be provided as effective educational methods.
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Acknowledgements
This work was supported by Council for Science, Technology and Innovation (CSTI), Cross-ministerial Strategic Innovation Promotion Program (SIP), entitled “Human Factors and HMI Research for Automated Driving” (funding agency: NEDO).
The authors would like to thank Mr. Miki Akamatsu in Tokyo Business Service Co., Ltd. to support this project.
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Arame, M. et al. (2021). Learning Effects of Different Learning Materials About Automated Driving Level 3: Evidence from a Propensity Score Matching Estimator. In: Yang, XS., Sherratt, S., Dey, N., Joshi, A. (eds) Proceedings of Fifth International Congress on Information and Communication Technology. Advances in Intelligent Systems and Computing, vol 1184. Springer, Singapore. https://doi.org/10.1007/978-981-15-5859-7_38
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DOI: https://doi.org/10.1007/978-981-15-5859-7_38
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