Don’t Make Me Automate! Students Find Themes of Trust and Discovery Examining Drivers' Experiences with Existing Automation
- Conference
- Location
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New Orleans, Louisiana
- Publication Date
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June 26, 2016
- Start Date
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June 26, 2016
- End Date
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June 29, 2016
- ISBN
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978-0-692-68565-5
- ISSN
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2153-5965
- Conference Session
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Case Studies and Programs to Improve Graduate Students' Skills
- Tagged Division
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Graduate Studies
- Page Count
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21
- DOI
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10.18260/p.26867
- Permanent URL
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https://peer.asee.org/26867
- Download Count
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477
Paper Authors
Barbara A. Karanian Stanford University
Barbara A. Karanian, Ph.D. , Lecturer, previously visiting Professor, in the School of Engineering, in the Mechanical Engineering Design Group, makes it possible for teams to find unmet user needs using her proven methods- from a socio-cognitive psychology, art and applied design thinking perspective- that she has developed and refined over the past few decades. In addition, she teaches some of these methods to engineering, design, business, and law students. Barbara uses applied psychology and art in her storytelling methods, to help students and leaders traverse across the iterative stages of a projects - from the early, inspirational stages to reality.
Founder of the Design Entrepreneuring Studio, she is the author of,"Working Connection: The Relational Art of Leadership;" "Entrepreneurial Leadership: A Balancing Act in Engineering and Science;" and "Designing for Social Participation in the Virtual Universe." With her students in ME 378, she co-authored, "The Power of First Moments in Entrepreneurial Storytelling." Barbara makes productive partnerships with industry and creates collaborative teams with members from the areas of engineering, design, psychology and communication. Her recent work examines perceived differences in on-line and off-line lives; and ways to generate creative work environments. She also bridges the intersection of Silicon Valley and Hollywood in a leadership initiative.
Srinath Sibi Stanford University
I am a 1st year PhD student in the Automotive Interaction Design Group, interested in driver state and physiological responses in autonomous and partially autonomous cars.
Matthew T. Ikeler
Leigh Hagestad Stanford University
Wendy G. Ju Stanford University
Dr. Wendy Ju is Executive Director for Interaction Design Research at the Center for Design Research at Stanford University, and Associate Professor of Interaction Design in the Design MFA program at California College of the Arts. Her work in the areas of human-robot interaction and automated vehicle interfaces highlights the ways that interactive devices can communicate and engage people without interrupting or intruding. She has innovated numerous methods for early-stage prototyping of automated systems to understand how people will respond to systems before the systems are built. She has a PhD in Mechanical Engineer- ing from Stanford, and a Master’s in Media Arts and Sciences from MIT. Her monograph on The Design of Implicit Interactions was published in 2015.
Abstract
Don't Make Me Automate! Students Find Themes of Trust and Discovery Examining Drivers Experiences with Existing Automation This preliminary examination investigated the emotional and behavioral characteristics of drivers using existing automation (e.g. Cruise Control, ACC, Assisted Back-Up, Lane Keeping) in cars. The current work aimed to classify and decode the emotional continuum of users incorporating existing automation features in both their personal vehicles, as well as cars chosen for observation of driver experience. Conducted in a graduate level course in the Department of Mechanical Engineering at a west coast university in the United States, the team developed and used a go-pro template approach-taking videos, audios, and picture - of test drives of personally owned cars and of new cars during dealership visits.
The study explored user responses to existing automation two ways: how the driver is acting (if or not the driver is undertaking automated activity) and an assessment of why the driver is acting that way based on graduate students observations of videotaped results. Within this observational study scenario, the team examined the driver's stated and physical responses to using (potentially for the first time) the automation in their vehicles. The results tell the "drive-along" story through students' perspectives after examining videos of test drives. The analysis characterized emerging images and themes as emotions, defined in a broad sense, during the first trial of automotive features. In addition to observing initial driver resistance, one salient observation was the sequentially reliant nature of three themes. 'Trust', 'Discovery', and 'Sensing Connection as Engagement' are noted in high responses from participants most noticeably one after the other, such that the increased response of one is largely dependent on the increased response of the previous theme. E.g. a participant is highly unlikely to show willingness to 'discover' without a strong sense of 'trust' in the capabilities of her vehicle, and - in turn - a participant cannot 'sense connection as engagement', without some high degree of discovery for one or more semi-autonomous features.
Results indicate that it is possible to facilitate the student's qualitative and quantitative mindset in preliminary research, while considering emotional aspects of the human-car relationship. Implications for further work in class approaches - student interviews, mini experiments, simulations, test-drives- are discussed.
Karanian, B. A., & Sibi, S., & Ikeler, M. T., & Hagestad, L., & Ju, W. G. (2016, June), Don’t Make Me Automate! Students Find Themes of Trust and Discovery Examining Drivers' Experiences with Existing Automation Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26867
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