Training Drivers in Advanced Driver Assistance Systems: How Training Content Shapes Driver Knowledge, Decision-Making, and Performance

Driver understanding of Society of Automotive Engineers Level 1 and Level 2 automated driving systems is essential for safe human–automation interaction as these features are increasingly common in modern vehicles. Yet, little is known about how different training contents shape drivers’ knowledge and performance. This study investigates how variations in training content affect drivers’ knowledge, decision-making, driving performance, and subjective evaluations when using advanced driver assistance systems (ADASs), including adaptive cruise control, lane-keeping assist, and highway driving assist. Sixty participants were randomly assigned to one of three training groups: baseline training, driver-issue training, and feedback-based training. Pre- and post-training knowledge tests, simulator-based driving tests, and subjective questionnaires were used to evaluate outcomes. Results showed that feedback-based training significantly enhanced drivers’ knowledge compared with the other groups. Drivers trained with driver-issue content exhibited more stable lateral control. Training content did not meaningfully affect trust or perceived usefulness, although satisfaction differed across groups. These findings demonstrate that different contents of ADAS training influence driver understanding, driver performance, and subjective experience. This work provides guidance for designing future ADAS training programs that could help drivers to have safe driving experience.