ABSTRACT
Recent research has extensively examined in-vehicle display designs for supporting the operation of driving automation. As automation relieves drivers from various driving tasks including vehicle control (e.g. steering, accelerating, and braking), driving performance measures (e.g. speed, lane deviations) may not be informative indicators for evaluating the effectiveness of in-vehicle displays. Gaze-based measures are a better alternative given their link to driver visual attention, an indication of driver engagement. A scoping review was conducted to review the literature on the design of displays for supporting the operation of driving automation and the evaluation of these displays using gaze-based measures. Forty-three articles were included in the review. Most of the studies investigated visual (and mixed visual-auditory) displays that provide alerts to the driver for when to intervene automation classified as Level 3. The adopted gaze measures mostly relied on static areas of interest (AOIs), with fewer studies looking at more fine-grained, context dependent AOIs. The paper summarises the findings of the review, including research trends and gaps, as well as recommendations for future research.
Acknowledgment
The authors would like to thank Mansi Patel for help with screening articles for the review. The authors would also like to thank the members of the Human Factors and Applied Statistics Lab at the University of Toronto for their feedback on this manuscript. Finally, the authors would like to thank the information specialists at the University of Toronto Libraries for consulting on the development of the search strategy and protocol for this review.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Data availability statement
The authors confirm that the data supporting the findings of this study are available within the article and its supplementary materials.
Correction Statement
This article has been corrected with minor changes. These changes do not impact the academic content of the article.