What and When to Explain? A Survey of the Impact of Explanation on Attitudes Toward Adopting Automated Vehicles

Zhang, Qiaoning; Yang, X. Jessie; Robert, Lionel · 2021 · OpenAlex

DOI: 10.1109/access.2021.3130489

archive: archived pipeline: cataloged verified

Get this paper ↗ (DOI — opens at the source; we link to it, we don't host it)

Summary

Survey and review of the literature on the impact of explanations on attitudes toward adopting automated vehicles (AVs). The authors examine what has been done with regard to AV explanations, discuss findings on explanation content and timing, and identify several important future research directions. Published in IEEE Access; the graphical abstract summarizes the impacts of explanation content and timing on AV outcomes.

Key finding

AV explanations can promote trust and acceptance, but answers to basic questions about whether or when explanations are effective remain unclear; the review synthesizes existing literature and identifies future research directions.

Methodology

review

Sample size: None

Provenance

The full processing record for this entry. Every stage of this paper's journey through the pipeline is logged — what ran, with which tool and model, how many attempts it took, and when it last completed. Discovered via tag_papers on 2026-05-30 (3 acquisition events logged).

StageOutcomeToolModelPromptAttemptsCompleted
discover success 1 2026-05-05
archive success ddg 6 2026-06-02
extract success abstract 6 2026-06-20
clean success clean 1 2026-06-20
chunk success chunk 1 2026-06-20
embed success embed Qwen/Qwen3-Embedding-8B 1 2026-06-20
enrich success semantic_scholar 2 2026-06-16
promote success 2 2026-06-16
summarize success llm unknown 1 2026-06-01
tag success vector_similarity 9 2026-06-20
verify partial 1 2026-05-07

Summary generated by qwen3.6-35b-a3b-prismaquant on 2026-05-05; verification: verified_with_issues.

Topics

Ranked by relevance to this paper. Hover a topic for its definition.

Information type

What kind of knowledge this paper contributes, grouped by family — independent of topic (what it is about) and method (how it was studied).