Can a glass cockpit display help (or hinder) performance of novices in simulated flight training?

Wright, Stephen J.; O’Hare, Dermot

doi:10.1016/j.apergo.2014.10.017

Cited by 19 publications

(15 citation statements)

References 23 publications

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“…for illustration) replaces the traditional electro-mechanical cockpit dials (altimeter, airspeed, turn and bank, vertical speed, altitude and heading) with two screens: the Primary Flight Display (PFD) and the MultiFunction Display (MFD). The PFD displays all of the information provided by the separate dials found in the traditional cockpit [22]. This change was an opportunity to study the impact of the modern cockpit environment in ab-initio flight training [1].…”

Section: Introductionmentioning

confidence: 99%

Eye Movements Data Processing for Ab Initio Military Pilot Training

Dubois

Blättler²,

Camachon³

et al. 2015

Intelligent Decision Technologies

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International audienceFrench ab initio military pilots are trained to operate a new generation of aircraft equipped with glass cockpit avionics (Rafale, A400 M). However gaze scanning teachings can still be improved and remain a topic of great interest. Eye tracking devices can record trainee gaze patterns in order to compare them with correct ones. This paper presents experimentation conducted in a controlled simulation environment where trainee behaviors were analyzed with notifications given in real-time. In line with other research in civil aviation, this experimentation shows that student-pilots spend too much time looking at inboard instruments (inside the cockpit). In addition, preliminary results show that different notifications bring modifications of the visual gaze pattern. Finally we discuss future strategies to support a more efficient pilot training thanks to real-time gaze recording and its analysis

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Section: Introductionmentioning

confidence: 99%

Eye Movements Data Processing for Ab Initio Military Pilot Training

Dubois

Blättler²,

Camachon³

et al. 2015

Intelligent Decision Technologies

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show abstract

“…In other words, it is the cycle of perception and action that is of interest when learning a motor task; that is, we are looking at the effects of the visual aid location (perception) on putting performance (action). Only a small number of studies have examined the preference-performance dissociation in this context (e.g., Ko et al, 2015;Wright and O'Hare, 2015), and none of them used sport-related tasks. In addition, most of those studies did not examine autonomy.…”

Section: Discussionmentioning

confidence: 99%

“…As Andre and Wickens (1995) postulated, one possible explanation for the preference-performance dissociation is that people are unaware of the intricacies of human information processing mechanisms related to speed and accuracy in humanmachine interaction. Finally, Wright and O'Hare (2015) found that, compared to an analog cockpit (i.e., a cockpit with dial instruments), glass cockpits (i.e., cockpits with large and colorful digital displays) were associated with poorer flight performance in novices, despite a strong subjective preference for glass cockpits. It is possible that it was not the type of instruments per se that affected performance, but it may have been the amount of information delivered in the glass cockpit that was too large for the participants to use effectively.…”

Section: Introductionmentioning

confidence: 99%

Preference-Performance Dissociation in Golf Putting

et al. 2020

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The purpose of the current study was to examine the effectiveness of providing autonomy to learners and the phenomenon of preference-performance dissociation on a closed, self-paced motor task-putting in golf, when using different placements of a visual aid (a large circle) around a golf hole. Seventy-six participants were assigned to four experimental groups: (a) a visual aid placed behind the hole (V-behind group), (b) a visual aid placed in front of the hole (V-in-front group), (c) a visual aid placed around the hole (V-around group), and (d) a visual aid placed according to the participant's preference (V-pref group). Participants performed five pre-trials, 50 training putts from a distance of 2 m, a retention task (12 putts) from a distance of 2 m, and a transfer task (12 putts) from a distance of 2.5 m. The retention putts and transfer putts were performed 48 h after the training putts. The participants' subjective assessment of the helpfulness of the circle was also measured. It was found that in the retention task, putting consistency was lower in the V-in-front group compared to the V-around and V-pref groups. However, the subjective assessment of the helpfulness of the circle was higher in the V-in-front group. In addition, the low consistency of the V-in-front group was alleviated in the participants in the V-pref group who chose to place the circle in front of the hole. In contrast, the subjective assessment of the helpfulness of the circle was low in the V-in-front group. These findings suggest that while providing autonomythat is, when the participant is able to choose for him/herself-can improve motor learning, there may be a dissociation between an individual's subjective assessment and the actual helpfulness of a visual aid. This dissociation may be termed preferenceperformance dissociation, and coaches and instructors who teach closed, self-paced motor skills should be aware of the fact that when providing learners with the autonomy to choose a practice aid in order to improve their skills, some may not choose the aid that is effective for them.

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“…Estas abordagens podem, então, ser levadas a tratar questões relativas à aprendizagem no quadro dos vários dispositivos destinados a favorecer o desenvolvimento dos novatos (Lave & Wenger, 1991;Gagnon, 2003;Gaudart, Delgoulet & Chassaing, 2008;Thébault, Gaudart, Cloutier & Volkoff, 2012;Kehoe, Bednall, Yin, Olsen, Pitts, Henry, & Bailey, 2009;Wright & O'Hare, 2015). Questionam-se assim os dispositivos de aprendizagem e de acompanhamento dos novatos no trabalho (por exemplo, a mentoria, o tutorado e o apadrinhamento), os instrumentos de formação e os tipos de suporte pedagógico (por exemplo, a simulação, os suportes vídeo, o tipo de ilustrações), a adequação dos métodos de formação às necessidades dos novatos (por exemplo, a observação dos peritos e dos novatos), mas também as trocas e aprendizagens recíprocas entre novatos e os que possuem mais antiguidade no posto.…”

Section: De Novato a Perito… E De Regressounclassified

"Novato": uma categoria homogénea?

Delgoulet¹

2015

Laboreal

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Can a glass cockpit display help (or hinder) performance of novices in simulated flight training?

Cited by 19 publications

References 23 publications

Eye Movements Data Processing for Ab Initio Military Pilot Training

Eye Movements Data Processing for Ab Initio Military Pilot Training

Preference-Performance Dissociation in Golf Putting

"Novato": uma categoria homogénea?

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