## 2 Literature Review
For example, CARLA is renowned for its comprehensive automotive simulations and extensive capabilities in environmental modelling [30; 31]. While CarSim is widely recognised for its realistic automotive and vehicle dynamics simulations [32; 33]. The primary focus of CARLA and CarSim is on the comprehensive modelling of vehicular dynamics and the driving environment. While this is beneficial for various research contexts, it does not closely align with the specific objectives of our study. Our research emphasises understanding driver behaviour and interaction with ADAS and AV functions. Therefore, the York driving simulation software version 6.61, developed by York Computer Technologies Inc., Kingston, Canada, was chosen, specifically for its strengths in facilitating driver interaction with these functionalities and simulating human factors, which are paramount for assessing the development of accurate mental models in drivers. The York simulator includes built-in functions such as Autopilot, LKA, and CA, making it particularly suited for studies focusing on driver training and behaviour. This choice aligns with our research objectives, concentrating on evaluating different training methodologies' effectiveness on participants' comprehension and performance in ADAS and AV technologies. The automotive sector presents diverse training methodologies, ranging from paper-based and video-based to demonstration-based and trial-and-error techniques [12; 14; 34; 35; 36; 37; 38]. Globally, billions are spent annually on skill and safety training, highlighting the importance of developing an effective training curriculum [39]. The essential question arises: are current training practices effective, or is there an imperative need to research and identify desirable methodologies according to the transport industry's requirements? Studies across various fields, including healthcare, education, construction, sports, and computer science, have indicated a trend toward the superior efficacy of video-based training which could hold valuable insights for automotive training methodologies [40; 41; 42; 43; 44; 45; 46; 47]. Studies across various fields suggest the efficacy of video-based training, but the transport industry lacks specific research on how these findings translate to ADAS and AV training. This transition is theoretically grounded in the cognitive load theory of multimedia learning, suggesting that video-based training could improve information absorption and its meaningful comprehension, thus potentially transforming the automotive training landscape [35; 48]. This study significantly contributes to the field by providing empirical evidence on the effectiveness of video-based training over text-based methods in developing accurate mental models of ADAS and AV functionalities, thereby enhancing driver performance and safety. This literature review underscores the criticality of comprehending the intricacies of ADAS and AV technologies, along with the significance of tailored training methodologies for their effective adoption and safe usage. Emphasising the diversity of users and the varying complexity of these systems, this review highlights the growing need for specific training approaches that accommodate different learning styles and preferences.