Along with the increasing degree of automation of the driving task, calls for user education on automated driving have emerged. Although earlier studies confirmed that such education can have positive effects, there has been no examination of the role of specific elements in such educational concepts. Research in educational psychology has shown that motivation to learn is crucial for learning success. Thus, in the present study we examined the role of specific instructional elements on learner motivation for automated vehicles. In an online study (N = 193) we assessed the role of the instructional elements feedback and choice in task completion, and a combination of both elements after instruction and at a two-weeks follow-up. Results indicate that, compared to a control group without these elements, feedback enhances motivation to learn, could support mental model development and exert a positive influence on trust in the automated vehicle.