Improving Driver Performance and Experience in Assisted and Automated Driving With Visual Cues in the Steering Wheel

Abstract

In automated driving it is important to ensure drivers’ awareness of the currently active level of automation and to support transitions between those levels. This is possible with <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$a$ </tex-math></inline-formula> suitable human-machine interface (HMI). In this driving simulator study, two visual HMI concepts (Concept <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$A$ </tex-math></inline-formula> and <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$B$ </tex-math></inline-formula> ) were compared with <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$a$ </tex-math></inline-formula> baseline for informing drivers about three modes: manual driving, assisted driving, and automated driving. The HMIs, consisting of LED strips on the steering wheel that differed in luminance, color, and pattern, provided continuous information about the active mode and announced transitions. The assisted mode was conveyed in Concept <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$A$ </tex-math></inline-formula> using <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$a$ </tex-math></inline-formula> combination of amber and blue LEDs, while in Concept <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$B$ </tex-math></inline-formula> only amber LEDs were used. During automated driving Concept <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$A$ </tex-math></inline-formula> displayed blue LEDs and Concept B, turquoise. Both concepts were compared to <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$a$ </tex-math></inline-formula> baseline HMI, with no LEDs. Thirty-eight drivers with driving licence were trained and participated. Objective measures (hands-on-wheel time, takeover time, and visual attention) are reported. Self-reported measures (mode awareness, trust, user experience, and user acceptance) from <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$a$ </tex-math></inline-formula> previous publication are briefly repeated in this context (Muthumani et al.). Concept <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$A$ </tex-math></inline-formula> showed 200 ms faster hands-on-wheel times than the baseline, while in Concept <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$B$ </tex-math></inline-formula> several outliers were observed that prevented significance. The visual HMIs with LEDs did not influence the eyes-on-road time in any of the automation levels. Participants preferred Concept B, with more prominent differentiation between the automation levels, over Concept A.