Look Who's Talking Now: Implications of AV's Explanations on Driver's Trust, AV Preference, Anxiety and Mental Workload

Explanations given by automation are often used to promote automation adoption. However, it remains unclear whether explanations promote acceptance of automated vehicles (AVs). In this study, we conducted a within-subject experiment in a driving simulator with 32 participants, using four different conditions. The four conditions included: (1) no explanation, (2) explanation given before or (3) after the AV acted and (4) the option for the driver to approve or disapprove the AV's action after hearing the explanation. We examined four AV outcomes: trust, preference for AV, anxiety and mental workload. Results suggest that explanations provided before an AV acted were associated with higher trust in and preference for the AV, but there was no difference in anxiety and workload. These results have important implications for the adoption of AVs.Comment: 42 pages, 5 figures, 3 Table

Examining the effects of emotional valence and arousal on takeover performance in conditionally automated driving

In conditionally automated driving, drivers have difficulty in takeover transitions as they become increasingly decoupled from the operational level of driving. Factors influencing takeover performance, such as takeover lead time and the engagement of non-driving-related tasks, have been studied in the past. However, despite the important role emotions play in human-machine interaction and in manual driving, little is known about how emotions influence drivers’ takeover performance. This study, therefore, examined the effects of emotional valence and arousal on drivers’ takeover timeliness and quality in conditionally automated driving. We conducted a driving simulation experiment with 32 participants. Movie clips were played for emotion induction. Participants with different levels of emotional valence and arousal were required to take over control from automated driving, and their takeover time and quality were analyzed. Results indicate that positive valence led to better takeover quality in the form of a smaller maximum resulting acceleration and a smaller maximum resulting jerk. However, high arousal did not yield an advantage in takeover time. This study contributes to the literature by demonstrating how emotional valence and arousal affect takeover performance. The benefits of positive emotions carry over from manual driving to conditionally automated driving while the benefits of arousal do not

Look who\u27s talking now: Implications of AV\u27s explanations on driver\u27s trust, AV preference, anxiety and mental workload

Explanations given by automation are often used to promote automation adoption. However, it remains unclear whether explanations promote acceptance of automated vehicles (AVs). In this study, we conducted a within-subject experiment in a driving simulator with 32 participants, using four different conditions. The four conditions included: (1) no explanation, (2) explanation given before or (3) after the AV acted and (4) the option for the driver to approve or disapprove the AV’s action after hearing the explanation. We examined four AV outcomes: trust, preference for AV, anxiety and mental workload. Results suggest that explanations provided before an AV acted were associated with higher trust in and preference for the AV, but there was no difference in anxiety and workload. These results have important implications for the adoption of AVs

Product Design Education for Circular Economy

Design has continually developed new approaches to find the most appropriate solutions to the growing environmental and social problems. At the same time higher education courses have tried to adapt their curricula accordingly. The most recently proposed model is circular economy. It reinforces the idea of a paradigm shift to a system of closed loops where there is no waste. This article develops a state of the art on the integration of sustainability in product design in higher education and its evolution to embrace circular economy. This analysis includes identifying past experiences, which contents are addressed, what methodologies are used, what type of approach (focused or dispersed) and what are the needs for teaching staff. This paper tries to identify gaps in order to purpose better solution for circular economy integration.info:eu-repo/semantics/publishedVersio

Hospitality employers’ perceptions of technology for sustainable development: The implications for graduate employability

This paper investigates hospitality employers’ perspectives of two key inter-disciplinary subjects, i.e. sustainable development (SD) and information technology in the context of hospitality education, particularly graduate employability. A qualitative approach is deployed at this stage of the research with semi-structured interviews conducted with employers of hospitality graduates that represent diverse stakeholders in the industry. Respondents had varying interpretations of the meaning of sustainable development and the role of technology in their businesses. Sustainability is not currently prioritised as a critical employability skill however employers clearly appreciate the value of sustainability for their business and recognise how technology might support SD. This is the first effort to investigate employers’ perspectives of the interdisciplinary subjects of technology and sustainable development in hospitality management undergraduate education

When Policy and Infrastructure Provisions are Exemplary but still Insufficient: Paradoxes Affecting Education for Sustainability (EfS) in a Custom-designed Sustainability School

Schools willing to implement education for sustainability (EfS) commonly find themselves confronted with curricula, school grounds and buildings and teaching practices that do not lend themselves easily to best practice EfS. In this article, we present what we learned about some of the challenges confronted daily by the staff of a purpose-built sustainability primary school situated in a ‘green’ suburb in Western Australia. Over the period of a year, we regularly engaged with the staff of the school through semi-structured, in-depth interviews and classroom observations as part of an interpretive ethnographic study. We identified three key themes—policy infrastructure, physical infrastructure and pedagogical infrastructure—that serve as both affordances and counter-affordances to best practice EfS. Given the paradoxical interplay of the affordances and counter-affordances shaping the school’s implementation of EfS, we suggest that overcoming these paradoxes requires no less than a transformation of school culture

Rethinking Serious Games Design in the Age of COVID-19: Setting the Focus on Wicked Problems

We live in a complex world, in which our existence is defined by forces that we cannot fully comprehend, predict, nor control. This is the world of wicked problems, of which the situation triggered by the COVID-19 pandemic is a notable example. Wicked problems are complex scenarios defined by the interplay of multiple environmental, social and economic factors. They are everchanging, and largely unpredictable and uncontrollable. As a consequence, wicked problems cannot be definitively solved through traditional problem-solving approaches. Instead, they should be iteratively managed, recognizing and valuing our connectedness with each other and the environment, and engaging in joint thinking and action to identify and pursue the common good. Serious games can be key to foster wicked problem management abilities. To this end, they should engage players in collective activities set in contexts simulating real-world wicked problem scenarios. These should require the continuous interpretation of changing circumstances to identify and pursue shared goals, promoting the development of knowledge, attitudes and skill sets relevant to tackle real-world situations. In this paper we outline the nature, implications and challenges of wicked problems, highlighting why games should be leveraged to foster wicked problem management abilities. Then, we propose a theory-based framework to support the design of games for this purpose