Augmented reality head-up display (AR HUD) is a new technology in assisted driving, which can add extra information to the driving environment in real-time to help the driver better perceive road situation. AR HUD can enhance driving safety but may also encourage inattentional blindness. Hence, this study aims to examine whether AR HUD-induces inattentional blindness and determine whether workload intensifies their relationship. In experiment 1, 60 participants were randomly assigned to three groups and watched three types of augmented reality (AR)-augmented driving videos, respectively. They were instructed to respond to any critical events, but only their responses to road-crossing pedestrians were recorded. Results show that AR HUD reduces inattentional blindness when pedestrians are augmented but encourages inattentional blindness when pedestrians are not augmented. In experiment 2, 20 participants viewed AR-augmented driving videos of high and low workloads. Pedestrians were not augmented in all videos. Result reveals that a high workload induces more inattentional blindness than low workload. The finding confirms that AR HUD induces inattentional blindness, and a high workload will intensify this relationship. The future design of the AR HUD assisted-driving system should consider the risk of inattentional blindness and come up with corresponding countermeasures.

An augmented reality head-up display (AR-HUD) is a promising technology in assisted driving. It provides additional information in the driving environment. However, considering the registration pro...

Research on the acquisition of spatial knowledge not only enriches our understanding of the theory of spatial knowledge representation but also creates practical value for the application of spatial knowledge. The aim of this study is to understand the impact of different learning methods on the acquisition of spatial knowledge, including the role of 2D maps, the difference between physical interaction and virtual interaction, and whether passive learning can replace active learning in virtual environments. One experiment was conducted, in which landmark knowledge and configurational knowledge were measured. Results indicate that 2D maps play a supporting role in acquiring both landmark knowledge and configurational knowledge. In addition, physical learning was associated with better spatial knowledge representation compared with virtual learning. An analysis of observational data in the third comparison found no significant difference between passive learning and active learning using virtual street view maps. However, with high-quality learning materials, passive learning can contribute to the acquisition of spatial knowledge more efficiently than active learning.