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D5.1 Requirements and competence models for CAV relevant training situations

13th February 2020
Deliverable

Disclaimer: This deliverable has not yet been reviewed by the European Commission.

The PAsCAL project funded under the "Horizon 2020" Research and Innovation program aims to improve the understanding of the implications of connected and automated vehicles (CAVs) on society. The project will create a "Guide2Autonomy" to capture this new knowledge. Outcomes from the project will contribute to the training of future drivers and passengers and will help decision-makers to move towards the new forms of individual and collective mobility made possible by the spread of driverless cars.

To fulfil these purposes, specific surveys have been prepared in WP3 and behavioural analyses are carried out in WP4 with using modern technologies, such as driving simulators and virtual reality platforms. WP5 will bring elements on how best to train CAV users (the current "drivers"), as well as the necessary certifications that must be obtained and any new traffic rules to be adopted.

In addition, PAsCAL will finally create, in WP6, five road-transport pilot projects, conducted in different countries of the European Union. One of these will specifically try to verify the results of WP5.
All the collected data will be then analysed in WP7 in terms of impacts and KPI.
All this new knowledge will be incorporated in WP8 into the "Guide2Autonomy", which will be available to all relevant stakeholders.

In all this context, the current document aims to present the requirements and competence and cognitive/affective models for CAV relevant training situations.

The whole document is broken down in 6 sections.

Following the Introduction section, section 2 presents the requirements of a CAV environment in which the takeover phase and driver behaviour are key. These requirements propose several ways and variables to investigate facilitators or barriers of a safe takeover, such as autonomy levels, driver factors and two types of road educational environment (an urban scenario and a highway scenario).

Then, section 3 details the competence and cognitive models of Home Study Simulator drivers dealing with several conditions.

To perform an efficient and timely takeover, the models enlisted in Section 3 detail the knowledge and skills related to the CAV, the Situation Awareness a driver has to demonstrate before, during and after a takeover, including the cognitive, affective and emotional resources regulation at every moment.

The document ends with a concluding section followed by related scientific references and a series of annexes.

Both cognitive and competence models will be inputs to develop the road education modules for drivers and trainers in a CAV environment that will be described in D5.2 and D5.3.

File
D5.1.pdf (11.9 MB)