Marine engineers’ training: Educational assessment for an engine room simulator

Abstract

Qualitative upgrading of the educational process at university level marine education depends largely on the instructive value of the trainers' educational software. Marine education software has developed out of a certain initial implementation in an equivalent manner to which the programs of practice and training have been applied in cases of simulations and programming environments. In most cases, educational software categories have developed without taking into consideration any special pedagogical theory. The present project concerns the educational evaluation of a Norcontrol PPT 2000 engine room simulator, in terms of the trainees' pedagogical treatment by the simulator itself. Evaluation results show the pedagogical suitability of the educational system and the important potentialities it offers, as well as the scopes of its pedagogical development. The above data are very important for the improvement of the offered education and development of the trainee's abilities and skills, with the ultimate purpose of creating more and more educated marine engineers in the Greek merchant fleet. IntroductionSTCW '95 educational model, used for the education of apprentice marine engineers, determines three levels of capacity: management, operation, and support. Each level of dexterity implies the total objectives of learning, the determination of objectives being the main point of organizing engineers' marine education. The point is that the most complex dexterities also include the simplest ones. This hierarchical increase of levels of capacity places a heavy responsibility on the designer of the line of courses and the simulator trainer. The exercise of simulation should aim at achieving particular capacities, which have been built during the previous stage of training and knowledge acquisition.

The continuum of simulator-based maritime training and education

“…Pedagogical utilization of simulators comes through proper selection of simulators and effective assessment techniques both of which rely heavily on the efficiency of simulator instructors (Tsoukalas et al 2008 ). As Sellberg ( 2018 ) notes, the simulator technology itself does not teach the specifics of the job and the sequence in which tasks are to be executed by the students.…”

Questionnaire assessment of training in a marine simulator

“…Other researchers have focused on the development of intelligent tutoring systems for engine room simulators (Sugita et al 2005), the enhancement of competence-based training and assessment for marine engineers in a simulated environment (Cross 2003) or have emphasized in the assessment and evaluation of the effectiveness of simulation training (Cross 2011). Other researchers have directed their attempts in the enhancement of operational effectiveness in bridge simulation training (Bosma et al 2011;Forsman et al 2012), Tsoukalas et al have focused on the educational assessment of an engine room simulator using data on the part of the trainers (Tsoukalas et al 2008).…”

Experimental Research with Neuroscience Tool in Maritime Education and Training (MET)

“…Its scope is the acquisition of basic scientific knowledge, dexterities on execution (navigation, route plotting, engineering etc.) as well as protecting the ship and crew (safety issues and environment protection issues) (IMO, 2003, Papachristos et al, 2012, Tsoukalas et al, 2008.…”