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Advanced Driver Assistance Systems (ADAS) Education and Outreach (2025)

Chapter: Front Matter

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Suggested Citation: "Front Matter." National Academies of Sciences, Engineering, and Medicine. 2025. Advanced Driver Assistance Systems (ADAS) Education and Outreach. Washington, DC: The National Academies Press. doi: 10.17226/29276.

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BTSCRP Web-Only Document 9

Advanced Driver Assistance Systems (ADAS) Education and Outreach

ACKNOWLEDGMENT

This work was sponsored by the Governors Highway Safety Association (GHSA) and funded by the National Highway Traffic Safety Administration (NHTSA). It was conducted through the Behavioral Traffic Safety Cooperative Research Program (BTSCRP), which is administered by the Transportation Research Board (TRB), part of the National Academies of Sciences, Engineering, and Medicine.

COPYRIGHT INFORMATION

Authors herein are responsible for the originality and accuracy of their materials and for obtaining written permissions from publishers or persons who own the copyright to any previously published or copyrighted material used herein.

The National Academy of Sciences (NAS) grants permission to reproduce written material in this publication for classroom and non-commercial purposes subject to the rights of any third parties and appropriate attribution. Permission is given with the understanding that none of the material will be used to imply NAS, TRB, AASHTO, APTA, FAA, FHWA, FTA, GHSA, or NHTSA endorsement of a particular product, method, or practice. For other uses of the written material, users must request permission from the National Academies Press.

DISCLAIMER

This material is based upon work sponsored by the Governors Highway Safety Association in cooperation with the National Highway Traffic Safety Administration under Agreement No. DTNH2216H00018 or 693JJ92250010. Any opinions, findings, and conclusions or recommendations expressed or implied in this document are those of the researchers who performed the research and are not necessarily those of the Transportation Research Board; the National Academies of Sciences, Engineering, and Medicine; or the program sponsors.

The Transportation Research Board does not develop, issue, or publish standards or specifications. The Transportation Research Board manages applied research projects which provide the scientific foundation that may be used by Transportation Research Board sponsors, industry associations, or other organizations as the basis for revised practices, procedures, or specifications.

The Transportation Research Board, the National Academies, and the sponsors of the Behavioral Traffic Safety Cooperative Research Program do not endorse products or manufacturers. Trade or manufacturers’ names appear herein solely because they are considered essential to the object of the report.

The information contained in this document was taken directly from the submission of the author(s). This material has not been edited by TRB.

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The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president.

The National Academy of Engineering was established in 1964 under the charter of the National Academy of Sciences to bring the practices of engineering to advising the nation. Members are elected by their peers for extraordinary contributions to engineering. Dr. Tsu-Jae Liu is president.

The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president.

The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The National Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine.

Learn more about the National Academies of Sciences, Engineering, and Medicine at www.nationalacademies.org.

The Transportation Research Board is one of seven major program divisions of the National Academies of Sciences, Engineering, and Medicine. The mission of the Transportation Research Board is to mobilize expertise, experience, and knowledge to anticipate and solve complex transportation-related challenges. The Board’s varied activities annually engage about 8,500 engineers, scientists, and other transportation researchers and practitioners from the public and private sectors and academia, all of whom contribute their expertise in the public interest. The program is supported by state departments of transportation, federal agencies including the component administrations of the U.S. Department of Transportation, and other organizations and individuals interested in the development of transportation.

Learn more about the Transportation Research Board at www.TRB.org.

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COOPERATIVE RESEARCH PROGRAMS

CRP STAFF FOR BTSCRP WEB-ONLY DOCUMENT 9

Monique R. Evans, Director, Cooperative Research Programs

Waseem Dekelbab, Deputy Director, Cooperative Research Programs

Richard Retting, Senior Program Officer

Tijhuana Stapleton, Senior Program Assistant

Natalie Barnes, Director of Publications

Jennifer Correro, Assistant Editor

BTSCRP PROJECT BTS-26 PANEL

Paul Steier, American Association of Motor Vehicle Administrators, Arlington, VA (Chair)

Flavia E. Pereira, Connecticut Department of Transportation, Newington, CT

Katherine Dogan Jefferson, Loudoun County Department of General Services, Leesburg, VA

Jane E. Lappin, Blue Door Strategy and Research, Belmont, MA

Daniel C. Murray, American Transportation Research Institute, Roseville, MN

Anuj K. Pradhan, University of Massachusetts, Amherst, Amherst, MA

Nanette M. Schieke, Texas A&M Transportation Institute, Bryan, TX

Robert Z. Selden, Jr., NHTSA Liaison

Kathy J. Sifrit, NHTSA Liaison (formerly)

Bernardo B. Kleiner, TRB Liaison

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Summary

Phase I: Document and Review ADAS Materials

Phase II: Develop Practitioner Guidance

Chapter 1. Research Overview

1.1 Background

1.2 Study Objectives

Chapter 2. Review and Document Current State of ADAS Education and Training

2.1 ADAS Selection

2.2 Subject Matter Expert Panel

2.3 Review of Scientific Literature

2.3.1 ADAS and Content Types

2.3.2 Delivery Mode

2.3.3 Populations

2.3.4 Efficacy or Effectiveness of ADAS Education and Training

2.3.5 Summary

2.4 Review of Standards Development Activities

2.4.1 SAE International

2.4.2 International Organization for Standardization

2.4.3 IEEE

2.4.4 American Society of Safety Professionals

2.4.5 UNECE World Forum for Harmonization of Vehicle Regulations

2.4.6 National Highway Traffic Safety Administration

2.4.7 Transport Canada

2.4.8 European Union

2.4.9 Euro NCAP

2.4.10 Insurance Institute for Highway Safety

2.4.11 Driver Education Standards

2.4.12 American Association of Motor Vehicle Administrators

2.4.13 Calls for Standardization of ADAS Terminology

2.4.14 Summary

2.5 Review of Educational Materials

2.5.1 Identification of Materials

2.5.2 Extraction

2.5.3 Educational Materials Identified

2.5.4 Summary

Chapter 3. Identify Gaps and Inaccuracies in Educational Materials

3.1 Framework

3.2 Gaps in Education Materials

3.2.1 Objective of Providing Education Materials to Learners

3.2.2 Audience

3.2.3 Coverage of ADAS

3.2.4 Presentation of Education

3.2.5 Gaps in Evaluation of Educational Materials

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3.3 Inaccuracies and Opportunities for Confusion in Education Materials

3.3.1 Incorrect Content

3.3.2 Ambiguous Content

3.3.3 Lack of Context

3.3.4 Inconsistent Content

3.3.5 Opportunities for Confusion by ADAS and Content Type

3.3.6 Educational Materials That Have Not Been Reviewed or Evaluated

Chapter 4. Identify Populations and ADAS

4.1 Populations

4.2 ADAS

4.2.1 Most Important ADAS for Training and Education

4.2.2 Combining ADAS for Training and Education

4.2.3 Experts’ Recommendations for ADAS Training and Education

4.3 Selection of Population and ADAS for Phase II

4.3.1 Population Selection

4.3.2 ADAS Selection

Chapter 5. Develop Practitioner Guidance for Delivering ADAS Education and Training

5.1 Approach

5.1.1 Initial Draft of Process

5.1.2 Passenger Vehicle Case Study Exercise

5.1.3 Commercial Motor Vehicle Case Study Exercise

5.1.4 Feedback on Process and Practitioner Guidance

5.2 Practitioner Guide

5.2.1 Process for Providing ADAS Education and Training

5.2.2 Tools and Resources

5.2.3 Passenger Vehicle Case Study

5.2.4 Commercial Motor Vehicle Case Study

5.3 Webinar Materials

5.4 Future Research

5.5 Implementation Plan

References

Appendix A. SME Panel Members

Appendix B. Database Search Terms for Literature Review

Appendix C. Variables Extracted from Scientific Literature

Appendix D. Dealership Interview Script

Appendix E. Organization-Level REDCap Extraction Form

BTSCRP Web-Only Document 9 contains the conduct of research report for BTSCRP Project BTS-26 and accompanies BTSCRP Research Report 18: Evaluating and Delivering Advanced Driver Assistance Systems (ADAS) Education: A Guide. Readers can read or purchase BTSCRP Research Report 18 on the National Academies Press website (nap.nationalacademies.org).

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LIST OF FIGURES AND TABLES

Figure 1. Project phases, activities, and primary objectives.

Table 1. ADAS role, common name, acronym, and description for ADAS considered in the review of educational and training materials.

Table 2. PICOS eligibility criteria.

Table 3. Content types provided in ADAS training and education.

Figure 2. PRISMA flow diagram.

Table 4. ADAS training content found in the literature.

Table 5. Operationalization of study outcomes for literature review.

Figure 3. The iterative process to develop data extraction procedures.

Table 6. Organizations searched for ADAS information by type.

Figure 4. Findings from the prior reviews informed the framework development.

Figure 5. Framework for characterizing ADAS education and training materials.

Table 7. Number of sources presenting information about each ADAS, both alone and in combination with other systems.

Table 8. Number of sources presenting information about each ADAS, by type of content.

Table 9. Number of sources presenting ADAS information by medium. The same source can present content using more than one medium.

Table 10. Opportunities for confusion in the educational materials, by ADAS and content type.

Table 11. Mean importance for providing ADAS training and education for operator subpopulations, as rated by subject matter experts.

Table 12. Number of experts who selected each ADAS as first, second, or third highest in importance for training and education.

Table 13. Number of experts reporting the factor had a “large effect” when they selected the ADAS as important for training and education.

Table 14. Characteristics of case studies featuring new user of adaptive cruise control.

Figure 6. Process for providing ADAS education and training.