Abstract
Advanced driver-assistance systems have successfully reduced drivers’ workloads and increased safety. On the other hand, the excessive use of such systems can impede the development of driving skills. However, there exist collaborative driver-assistance systems, including shared and cooperative controls, which can promote effective collaboration between an assistance system and a human operator under appropriate system settings. Given an effective collaboration setup, we address the goal of simultaneously developing or maintaining driving skills while reducing workload. As there has been a paucity of research on such systems and their methodologies, we discuss a methodology applying shared and cooperative controls by considering related concepts in the skill-training field. Reverse parking assisted by haptic shared control is presented as a means of increasing performance during assistance, while skill improvement following assistance is used to demonstrate the possibility of simultaneous achievement of driver assistance through the reduction of workload and skill improvement.
Highlights
Driver-assistance systems (DASs) such as adaptive cruise control (ACC), lane keeping assist systems (LKASs), and advanced emergency brake systems (AEBSs) have been developed to reduce drivers’ workloads and mitigate collisions
For condition A, the post hoc test showed that error after-assist with fixed point was marginally smaller than after-assist with self-selected point (p = 0.070). These results strongly suggest that reverse parking performance significantly improved during assist and the skill improved after assist
We discussed a methodology for the simultaneous achievement of driver support and skill improvement in shared and cooperative control of DASs
Summary
Driver-assistance systems (DASs) such as adaptive cruise control (ACC), lane keeping assist systems (LKASs), and advanced emergency brake systems (AEBSs) have been developed to reduce drivers’ workloads and mitigate collisions. The literature has reported negative changes in drivers’ behavior with the introduction of DASs (Wilde 1998; Hoedemaeker and Brookhuis 1998; Abe and Richardson 2004), and researchers have reported on methods for designing systems, such as AEBSs, to minimize such behavioral adaptation (Hiraoka et al 2011; Itoh et al 2011). It has been noted that the maintenance and growth of driving skills can be negatively impacted by the use of sophisticated driver-assistance systems (Tada et al 2016). We can conceive the possibility of achieving simultaneous development of driving skills and reduction of workload through appropriate system design, and there have, already been studies achieving both workload reduction and skill improvement in the case of, e.g., reverse parking (Tada et al 2016)
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