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Understanding user needs and behavior in automated vehicles (AVs) while traveling is essential for future in-vehicle interface and service design. Since AVs are not yet market-ready, current knowledge about AV use and perception is based on observations in other transportation modes, interviews, or surveys about the hypothetical situation. In this paper, we close this gap by presenting real-world insights into the attitude towards highly automated driving and non-driving-related activities (NDRAs). Using a Wizard of Oz AV, we conducted a real-world driving study (N= 12) with six rides per participant during multiple days. We provide insights into the users’ perceptions and behavior. We found that (1) the users’ trust a human driver more than a system,(2) safety is the main acceptance factor, and (3) the most popular NDRAs were being idle and the use of the smartphone.
Currently, car assistant systems mainly try to prevent accidents. Increasing built-in car technology also extends the potential applications in vehicles. Future cars might have virtual windshields that augment the traffic or individual virtual assistants interacting with the user. In this paper, we explore the potential of an assistant system that helps the car’s occupants to calm down and reduce stress when they experience an accident in front of them. We present requirements from a discussion (N= 11) and derive a system design from them. Further, we test the system design in a video-based simulator study (N= 43). Our results indicate that an accident support system increases perceived control and trust and helps to calm down the user.
Self-driving cars will relief the human from the driving task. Nevertheless, the human might want to intervene in the driving process and thus needs the possibility to control the car. Switching back to fully manual controls is uncomfortable once being passive and engaging in non-driving-related activities. A more comfortable way is controlling the car with elemental maneuvers (e.g., "turn left" or "stop"). Whereas touch interaction concepts exist, contactless interaction through voice and mid-air gestures has not yet been explored for maneuver-based car control. In this paper, we, therefore, compare the general eligibility of voice and mid-air gesture with touch interaction as the primary maneuver selection mechanism in a driving simulator study. Our results show high usability for all modalities. Contactless interaction leads to a more positive emotional perception of the interaction, yet mid-air gestures lead to higher task load. Overall, voice and touch control are preferred over mid-air gestures by most users.
This Paper presents a new service-learning setting based on the collaboration of engineering students and people with disabilities. The implementation at a German university is described and first results from two years of experience are shown. The objective of this case study is to show a transferable best practice concept with impact.
Learning the German language is one of the most critical challenges for refugee children in Germany. It is a prerequisite to allow communication and integration into the educational system. To solve the underlying problem, we conceptualized a set of principles for the design of language learning systems to support collaboration between teachers and refugee children, using a Design Science Research approach. The proposed design principles offer functional and non-functional requirements of systems, including the integration of open educational resources, different media types to develop visual and audio narratives that can be linked to the cultural and social background. This study also illustrates the use of the proposed design principles by providing a working prototype of a learning system. In this, refugee children can learn the language collaboratively and with freely accessible learning resources. Furthermore, we discuss the proposed design principles with various socio-technical aspects of the well-being determinants to promote a positive system design for different cultural and generational settings. Overall, despite some limitations, the implemented design principles can optimize the potential of open educational resources for the research context and derive further recommendations for further research.
Researchers have previously utilized the advantages of a design driven by well-being and intergenerational collaboration (IGC) for successful innovation. Unfortunately, scant information exists regarding barrier dimensions and correlated design solutions in the information systems (IS) domain, which can serve as a starting point for a design oriented toward well-being in an IGC system. Therefore, in this study, we applied the positive computing approach to guide our analysis in a systematic literature review and developed a framework oriented toward well-being for a system with a multi-generational team. Our study contributes to the IS community by providing five dimensions of barriers to IGC and the corresponding well-being determinants for positive system design. In addition, we propose further research directions to close the research gap based on the review outcomes.