Integrating motivated goal achievement in maritime simulator training

Abstract

The application of cloud-based simulators has increasing momentum in maritime education and training as a virtual platform for supplementing professional training with task-specific simulation-based learning. Congruent with traditional simulator technology and training methods, this new condition allows for asynchronous and unlimited simulator access where participation in training sessions is at the discretion of the trainee. Furthermore, this provides a learning environment that can have adaptive features to the trainee characteristics with selectable complexity levels, automated feedback, and automated performance assessment. With the advent of this emerging training technology, the organization of how training is deployed, the new roles and expectations for trainees and instructors, and the application of new data-driven analytics are not yet well understood. This paper employs a quasi-experimental study to investigate trainee motivation, personality traits, and task performance using a novel training design. The study was administered remotely to a sample (N = 18) of first-year maritime students who first completed a knowledge acquisition phase before conducting a skill acquisition phase with repeated simulator training of a procedural task, and finally a performance assessment of the simulator scenario. Data was collected from (1) a multiple-choice knowledge test, (2) a short-scaled Big Five Inventory, (3) the Motivated Strategies for Learning Questionnaire, and (4) programmed simulator metrics. Results indicate that Extraversion correlates with motivation and self-efficacy predicts training performance. No significant relationship between prior knowledge and the training performance was found. The results can provide knowledge for implementation and delivery of remote simulator training in maritime education and training, as well as other fields.

Training transfer validity of virtual reality simulator assessment

“…Third, an automated data collection system was programmed for the two simulator models, and for the real-life scenario a scorecard was prepared for observation recording. See, our previous work for details on simulator scenario programming (Hjellvik & Mallam, 2023).The knowledge test given before the assessment condition was a 20-item multiple choice test probing knowledge on system components and operation. The nal knowledge test allocated to the transfer condition was a practical knowledge test in the machinery laboratory where the participant was tasked to assign 26 name tags to their respective system components.…”

The influence of computerized simulation techniques on maritime security exercises: ISPS code

“…Utilizing simulators or engaging in practical training stands as one of the most effective approaches to acquiring experience, competencies, and essential skills within the maritime industry (Hjellvik and Mallam, 2023). Bridge simulators as examples designed realistically represent safety-simulated scenarios covering watchkeeping, collision avoidance, and other safety concerns.…”

“…By replicating realistic scenarios, they offer an environment for personnel to practice responses to complex security challenges, fostering experiential learning that significantly enhances their capabilities. This allows individuals to learn from mistakes in a risk-free setting, promoting a culture of continual improvement and refining their skills without real-world ramifications (Hjellvik and Mallam, 2023;Longo et al, 2023). The customization capacity of these simulations allows industries to tailor scenarios, directly addressing specific security concerns and ensuring that training is precise and relevant to their field (Baldauf et al, 2016).…”

“…These tools collect extensive data during exercises, enabling indepth assessments of each participant's responses and strategies. This data-driven approach, which offers a detailed understanding of individual strengths and weaknesses, could pave the way for tailored training programs that address identified gaps and enhance competencies effectively (Hilfert and König, 2016;Hjellvik and Mallam, 2023;Vukelic et al, 2023;Yin et al, 2021).…”

Guest editorial

“…Moreover, the participants perceived CBS as having desirable characteristics, such as being engaging, flexible, adaptive, and personalized which might make CBS a useful compliment for training in MET institutions, in particular in regards to developing procedural skills. In this way, Hjellvik and Mallam (2023) contribute to explain the relation between personality and motivation for academic success in CBS, a type of simulation "that allows for asynchronous and unlimited simulator access where participation in training sessions is at the discretion of the trainee," but where student self-efficacy is central in order to make use of the new possibilities.…”