Designing training for process control simulators: a review of empirical findings and current practices

Kluge, Annette; Sauer, Jürgen; Schüler, Kerstin; Burkolter, Dina

doi:10.1080/14639220902982192

Cited by 47 publications

(43 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Highly automated installations such as refineries or nuclear power plants involve extremely complex, dynamic process control tasks that require personnel to monitor and control the system and to detect, diagnose, and rectify malfunctions or make repairs (Kluge, Sauer, Schüler, & Burkolter, 2009). These tasks demand different kinds of attention from process control operators such as focused, divided, and selective attention (Wickens & McCarley, 2008).…”

Section: Introductionmentioning

confidence: 99%

Comparative study of three training methods for enhancing process control performance: Emphasis shift training, situation awareness training, and drill and practice

Burkolter

Kluge

Sauer

et al. 2010

Computers in Human Behavior

Self Cite

View full text Add to dashboard Cite

Three training methods to improve attention management skills in process control were compared. Forty students from technical disciplines participated in a five-hour module of emphasis shift training (EST), EST combined with situation awareness training (EST/SA), and drill and practice (D&P) on a simulated process control task. Participants were then tested three times for 45 min each (immediately after training, two weeks after training, and six weeks after training) for system control performance and diagnostic performance on familiar and nonfamiliar fault states. D&P led to superior diagnostic performance on familiar system faults. EST/SA training supported the diagnosis of novel system faults. EST was less effective than expected for system control performance. Implications for training design in process control are discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Comparative study of three training methods for enhancing process control performance: Emphasis shift training, situation awareness training, and drill and practice

Burkolter

Kluge

Sauer

et al. 2010

Computers in Human Behavior

Self Cite

View full text Add to dashboard Cite

show abstract

“…(5) The setpoint was set to 80% at t ¼ 1 min. (6) The setpoint was set to 40% at t ¼ 3 min. (7) The setpoint was reset to 50% at t ¼ 6 min.…”

Section: Simulation Resultsmentioning

confidence: 99%

“…In this context, the use of training simulators is extremely valuable [5][6][7][8][9]. With these tools, trainees can simulate process dynamics, train device configuration, tune control loops, try startup, stop and shut-down sequences, and test safety mechanisms.…”

Section: Introductionmentioning

confidence: 99%

Quimera: The easy way to simulate Foundation Fieldbus applications

Viegas

Postolache

Girão

et al. 2016

Comp Applic In Engineering

View full text Add to dashboard Cite

The paper presents a simulation tool that emulates the development environment of Foundation Fieldbus (FF) applications. The idea is to use the resources provided by LabVIEW®—in particular its dataflow programming paradigm—to design, execute, and debug FF control applications. Function blocks are implemented as virtual instruments, data links are represented by virtual wires, and bus monitoring tools are replaced by application debugging tools. The simulator can easily be connected to virtual (simulated) processes or to physical (real) processes. Tests were made to evaluate the capabilities of the simulator and to assess its degree of fidelity against commercial FF systems. The goal was to release an easy‐to‐use, low‐cost training tool to disseminate knowledge about process control using the FF technology. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:914–925, 2016; View this article online at http://www.wileyonlinelibrary.com/journal/cae; DOI

show abstract

“…Organizations expect lifelong learning and lifelong remembering from their employees. But many skills are only required infrequently, for instance due to a high level of automation in production (Kluge et al 2009), demands of worker flexibility and a high task variety (Karuppan 2011), or long periods of non-use during daily operations. Accordingly, skill retention becomes a challenge (Arthur and Day 2013a;Arthur et al 2010;Kim et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Is there one best way to support skill retention? Putting practice, testing and symbolic rehearsal to the test

Frank

Kluge

2018

Z. Arb. Wiss.

Self Cite

View full text Add to dashboard Cite

While a great deal is already known about the effectiveness of training delivery methods, the effectiveness of methods to support skill retention has not yet been sufficiently examined. To address this gap, three studies with different task types were conducted, comprising a total of 240 participants (80 per study). Participants learned how to perform a simulated process control task, which served as a prototype for a setting prone to skill decay. The aim was to compare three refresher interventions (Practice, Testing, and Symbolic Rehearsal), which differ in their underlying theoretical rationale. Participants in all three studies learned a task in week 1 (Study 1: fixed-sequence task, Study 2: contingent-sequence task, Study 3: parallel-sequence task). In each study, participants were divided into four equal-sized groups, which received either no refresher intervention or one of the following three refresher interventions one week after initial training (week 2): Practice, Skill Test, Symbolic Rehearsal. After two weeks, they performed the task again without help (week 3). Independently of the task, refresher interventions reduced the number of mistakes, especially when a Practice refresher intervention was applied. The classical "testing effect" could not be replicated. Practical Relevance: Independently of the task, refresher interventions reduced the number of mistakes, especially when a Practice refresher intervention was applied. The classical "testing effect" could not be replicated. ZusammenfassungObwohl bereits vieles über die Wirksamkeit von Trainingsmethoden bekannt ist, wurde die Wirksamkeit von Methoden zur Unterstützung des Kompetenzerhalts noch nicht ausreichend untersucht. Um diese Lücke zu schließen, wurden drei Studien mit unterschiedlichen Aufgabentypen durchgeführt, die insgesamt 240 Teilnehmer (80 pro Studie) umfassten. Die Teilnehmenden lernten, wie man eine simulierte Prozesssteuerungsaufgabe ausführt, die prototypisch für Fertigkeiten ist, die, wenn sie nicht aufgefrischt werden, anfällig für Fertigkeitsverlust sind. Ziel war es, drei Refresher-Interventionen (Üben, Testen und symbolisches Wiederholen) zu vergleichen, die sich in den zugrunde liegenden theoretischen Prozessen unterscheiden. Die Teilnehmenden aller drei Studien lernten in der ersten Woche eine Aufgabe (Studie 1: Aufgabe mit fester Sequenz, Studie 2: Aufgabe mit bedingter Sequenz, Studie 3: Parallelsequenz-Aufgabe). In jeder Studie wurden die Teilnehmenden in vier vergleichbare Gruppen eingeteilt, die entweder eine keine Refresher-Intervention oder eine der folgenden drei Refresher-Interventionen eine Woche nach dem ersten Training (Woche 2) erhielten: Üben, Fertigkeitstest, symbolische Wiederholung. Nach zwei Wochen führten sie die Aufgabe erneut aber ohne Hilfe durch (Woche 3). Unabhängig von der Aufgabe reduzierten Refresher-Interventionen die Anzahl der Fehler, insbesondere bei erneuten Üben. Der "Test-Effekt" konnte nicht repliziert werden. Praktische Relevanz: Unabhängig von der Aufgabe reduzieren Refresher-Interventi...

show abstract

Designing training for process control simulators: a review of empirical findings and current practices

Cited by 47 publications

References 41 publications

Comparative study of three training methods for enhancing process control performance: Emphasis shift training, situation awareness training, and drill and practice

Comparative study of three training methods for enhancing process control performance: Emphasis shift training, situation awareness training, and drill and practice

Quimera: The easy way to simulate Foundation Fieldbus applications

Is there one best way to support skill retention? Putting practice, testing and symbolic rehearsal to the test

Contact Info

Product

Resources

About