Abstract
Even though advanced driving assistance systems are rapidly developing, those system are not yet full-automatic, but still users should learn how to use it. This study, using a driving game, tried to watch those learning processes, by introducing and changing an automation system after learning to manual operation. Following manual tracking trials, participants were asked to track with using automation system. The automation capability was 60% or 80% in Phase 1, and 70% in Phase 2 (100% means perfect tracking ability). Results showed that experiencing the 60% automation in Phase 1 induced the higher using rate of the automation system in Phase 2. Profound analysis indicated that participants in 60% condition learned a role-sharing relationship between the manual and the automation system, which in turn facilitated using the automation system in Phase 1 and 2. These findings implicated importance of the role-sharing cognition at the learning to automation assistance systems.
