Automated driving training: a scoping review examining the use of instructional design and learning principles in current training research

As Advanced Driver Assistance Systems (ADAS) and Automated Driving Systems (ADS) become increasingly prevalent in vehicles, there is a critical need to ensure that drivers are effectively trained to use these technologies safely. This scoping review examines how learning and instructional design principles are addressed in current ADAS/ADS training research. We assessed literature from the past 20 years, focusing on how research on training interventions address learner engagement, knowledge acquisition, and skills development. A content representation classification taxonomy was introduced alongside an analysis of six dimensions: use of instructional design frameworks, training purpose, training content topics, content representation, training styles, and learner differences. The analysis revealed that while some training practices effectively align with educational principles, significant gaps remain. Our findings identify three key themes: the evolution of training objectives and interventions, the alignment of training content with appropriate knowledge types and delivery methods, and the need for specifically tailored training for distinct populations. This synthesis can guide future training developments, making a crucial impact on user competence and safety outcomes in automated driving systems.