Advanced Driver Assistance Systems can provide important safety benefits, but they may also encourage drivers to respond more slowly when the system turns control back to the driver. Teen drivers, who are still developing driving skills and awareness, may be more likely to misunderstand system limits or become inattentive when ADAS features are active. This project investigates whether targeted educational programs can reduce this type of overreliance and improve driver performance when automation disengages. The study will compare a traditional classroom style training module with an interactive simulator based program to determine how each affects driver attention and reaction time.
A group of licensed teen drivers from Connecticut and Massachusetts will complete simulator sessions that include planned ADAS disengagements under both distracted and non distracted conditions. The simulators will collect data on braking, steering, lane position, reaction time, and gaze behavior. The results will show how training influences driver behavior during sudden transitions from automated to manual control. The findings will inform improvements to teen driver education materials and provide guidance for programs that teach responsible and informed use of ADAS technologies.