Synthetic Flight Training Revisited

Abstract

Critical issues in the development and use of synthetic flight trainers are reviewed. Degree of simulation and fidelity of simulation are discussed as key design considerations. Problems in measurement of original learning, transfer, and retention are presented. Both transfer effectiveness and cost effectiveness are described as critical factors in the evaluation of flight trainers. Recent training innovations, such as automatically adaptive training, computer-assisted instruction, cross-adaptive measurement of residual attention, computer graphics, incremental transfer effectiveness measurement, and response surface methodology, are discussed as potential techniques for improving synthetic flight training. It is concluded that broader application of simulation is necessary to meet the new demands of pilot training, certification, and currency assurance in air transportation.

Mastery versus the standard proficiency target for basic laparoscopic skill training: effect on skill transfer and retention

“…The effectiveness of overtraining was evaluated using TER, which estimates simulator effectiveness by comparing time invested in PT practice with time saved in ICS training: This mathematical model, initially described to measure transfer of training using flight simulators [28], is used to measure training effectiveness [29]. Using this formula, a TER of 2 means that every hour spent training with the PT task saves 2 h of learning with the ICS task [19].…”

A Meta-Analysis of the Flight Simulator Training Research

“…Ince, Williges & Roscoe (1975) No Transfer Irish & Buckland (1978 No Training or Transfer Jacobs & Roscoe (1975) Not Appropriate Statistics Jacobs, Williges & Roscoe (1973 …”

Learning research laboratory: Proposed research issues

“…Thus, Williges, Roscoe, and Williges (1972) note that there is little agreement on what constitutes ideal pilot performance, and the reliability of most pilot-performance grading systems has been disappointing. Consequently, even studies of original learning are difficult to complete because there is little agreement on what constitutes terminal performance.…”