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Background: Flying accuracy is influenced by pilots' affective reactions to task demands. A better understanding of task-related emotions and flying performance is needed to enhance pilot training. Objective: Understand pilot trainees' performance and emotional dynamics (intensity, frequency and variability) based on training phase and difficulty level in a flight simulator. Methods: Twenty-three volunteers performed basic flight manoeuvres. Trials were divided into three phases: Introduction (trials 1-7), session A (trials 8-15) and session B (trials 16-22). Three task difficulty levels were implemented (low, medium and high). Flying performance was evaluated using root mean square error (RMSE) and expert ratings. Emotional intensity was inferred from physiological (electrodermal activity) and behavioural (facial expressions) emotional responses. Emotional variability was calculated to understand fluctuations among multiple emotions. Emotional responses were mapped into task-relevant emotions, like sadness with boredom, and fear with anxiety. Results and Conclusions: The most frequent facial expressions neutral, anger and surprise. Neutral and anger were interpreted as deep focus states. Surprise was likely a response to unexpected events. Flying performance and emotional dynamics varied across training phases and difficulty levels. During introduction, performance was less accurate, and emotions were less frequent. During session A, performance improved while participants experienced more physiological arousal and emotional variability. During session B, performance was the most accurate. In high-difficulty tasks, performance was the least accurate, participants expressed emotions with more frequency, more variability and higher physiological arousal. Future studies can use simulated flying tasks for trainees to familiarize with their emotional reactions to task demands expecting to improve training outcomes.

This study explores potential disparities between flight instructor evaluations and pilot self-assessments in the context of full flight simulator training. Evaluated performance was based on the Competency-based Training and Assessment framework, a recent development of competency-based education within aviation. Self-assessed performance is derived from survey responses and debriefing interviews. The simulator session involves eight multi-crew pilot training graduates and eight experienced flight captains, encompassing two tasks featuring sudden technical malfunctions during flight. The flight instructor's evaluations reveal no significant differences in pilot performance. However, disparities become apparent when pilots engaged in reflecting their performance. Novice pilots, despite perceiving both tasks as easy, exhibited an overconfidence that led them to underestimate the inherent risks. Conversely, experienced pilots demonstrated greater caution towards the risks and engaged in discussing possible hazards. Furthermore, this study highlights the challenge of designing flight simulator training that incorporates surprise elements. Pilots tend to anticipate anomalies more readily in simulator training than during actual flights. Thus, this study underscores the importance of examining how pilots reflect on their performance, complementing the assessment of observable indicators and predefined competencies.

Standard-setting is an essential component of test development, supporting the meaningfulness and appropriate interpretation of test scores. However, in the high-stakes testing environment of aviation, standard-setting studies are underexplored. To address this gap, we document two stages in the standard-setting procedures for the Overseas Flight Training Preparation Test (OFTPT), a diagnostic English test for ab initio pilots, aligned to the International Civil Aviation Organization (ICAO)'s Language Proficiency Rating Scale (LPRS). Performance-level descriptors (PLDs) were empirically generated in Stage 1 in collaboration with six subject matter experts (SMEs). These PLDs made explicit the correspondence between linguistic performance levels within the target language use domain and the ICAO scale. Findings suggest that the ICAO scale is not fine-grained enough to distinguish levels of linguistic readiness among ab initio pilots, nor does it adequately reflect the knowledge, skills, and abilities valued by SMEs within this domain. In Stage 2, 12 SMEs were recruited to set standards and were divided into two groups to investigate the replicability of Ebel method standard-setting procedures. Cut scores were determined for the OFTPT reading and listening tests, which were inferentially linked to the LPRS. There were no significant differences in the cut scores arrived at by both groups and reliability was excellent, suggesting that test users can have confidence in the standards set.

Flight training is a lengthy and resource-intensive process with additional learning, and teaching techniques are often overlooked. One technique is observational learning, or backseating in aviation training, which can accelerate pilot training. This study aimed to analyze the factors that facilitate and hinder the implementation of backseating in flight schools. The perceptions of students, instructors, and managers were investigated using an ethnographic approach. The results show that recognizing the benefits of implementation and the need for change, no extra financial burden, exposure of instructors to different pedagogies, and involvement of instructors in the decision-making process would facilitate the implementation of backseating. Additionally, factors such as practicality issues for implementation, concern about students' needs, instructors' self-confidence and emotions, lack of follow-up by managers, and regulatory ambiguity hinder implementation. To implement backseating, legislative ambiguity, instructors' confidence and emotions, and their concerns about students' needs should be addressed.

Background: Cognitive load (CL) management is essential in safety-critical fields so that professionals can monitor and control their cognitive resources efficiently to perform and solve scenarios in a timely and safe manner, even in complex and unexpected circumstances. Thus, cognitive load theory (CLT) can be used to design virtual reality (VR) training programmes for professional learning in these fields. Objectives: We studied CL management performance through behavioural indicators in authentic VR flight training and explored if and to what extent physiological data was associated with CL management performance. Methods: The expert (n = 8) and novice pilots (n = 6) performed three approach and landing scenarios with increasing element interactivity. We used video recordings of the training to assess CL management performance based on the behavioural indicators. Then, we used the heart rate (HR) and heart rate variability (HRV) data to study the associations between the physiological data and CL management performance. Results and Conclusions: The pilots performed effectively in CL management. The experience of the pilots did not remarkably explain the variation in CL management performance. The scenario with the highest element interactivity and an increase in the very low-frequency band of HRV were associated with decreased performance in CL management. Takeaways: Our study sheds light on the association between physiological indicators and CL management performance, which has traditionally been assessed with behavioural indicators in professional learning in safety-critical fields. Thus, physiological measurements can be used to supplement the assessment of CL management performance, as relying solely on behavioural indicators can be time consuming.

The objective of the present study was to examine if the Outcome Bias also occurs in pilots flying under instrument flight rules (IFR). In a scenario-based survey, 60 pilots evaluated weather-related decisions made by hypothetical pilots. Participants rated the decisions as better, less risky, and regarded the probability that they would have made the same decision as higher when they were followed by a positive outcome, than when they were followed by a negative outcome. This effect showed likewise for novice pilots and for experienced pilots. These findings could be relevant for the flight-related decision-making of pilots, which sometimes is affected by the decisions made by third-party pilots. In particular, decisions made by other pilots that have led to positive outcomes might be hastily followed, whereas those that have led to negative outcomes might be hastily rejected.

Drones are a technology being implemented to provide additional information to farmers about their production systems. It is important for agricultural educators, researchers, and other agricultural service professionals to engage in using drones to help provide answers to farmer questions and help expand farmer awareness of their potential uses. To engage in these activities, an educator or researcher must receive their remote pilot certification [certification required by the Federal Aviation Administration for educational activities utilizing drones]. Two separate drone certification trainings were implemented in Princeton and Lexington, KY in 2020. The effectiveness of the trainings, along with their use of learning activities such as lecture tutorials and a sample exam, were assessed. Overall, participants in both locations self-identified significant increases in their knowledge of each topic and potential behavioral change as a result of the workshop with some differences between locations. Sample exam scores increased by over 10% in each location following the training. The sectional chart and Aviation Routine Weather Report lecture tutorials were highly rated as 89% and 100% of respondents, respectively, either somewhat agreed, agreed, or strongly agreed that they helped them learn the material. This study provides results and relevant information for the administration of effective drone certification trainings.

Virtual reality (VR) is the latest type of technology being developed and rapidly integrated into training environments. This study investigated students' intentions to use VR for training. The Technology Acceptance Model (TAM) was expanded to include two factors that are relevant to using VR in a dynamic learning environment. A survey of 310 aviation students was conducted at ten institutions across the United States. Results indicated positive relationships between perceived ease of use (PEU) and perceived usefulness (PU), perceived enjoyment (PENJ) and PEU positively impacted attitude towards using VR for dynamic learning, and attitude positively impacted behavioral intention (BI). Two of the eight hypotheses were not supported despite support in the literature. The findings of the study can inform instructors and developers of VR for dynamic learning programs in a variety of environments and implementation thereof.

The goal of carrying out this work was to identify potential application areas for augmented reality (AR) in pilot education by addressing gender preferences. Like the field of engineering, the aviation industry is dominated by men. Because the aviation industry forecasts a high demand for pilots, it is highly desirable to address gender diversity and improve teaching methods in pilot education. In this study, potential application areas for AR-supported pilot training were investigated by conducting a survey with 60 pilots and flight instructors (including 12 women). Typical AR use cases were presented in videos, and the pilots reported their preferences regarding similar or other AR applications used in different parts of the flight training program. AR navigation was the use case that was most frequently preferred by both female and male pilots. The majority of pilots agreed that AR could potentially be used in theoretical instruction, pre-flight aircraft inspection, and procedure training. In addition, both gender groups showed similar preferences for various gaming concepts that make learning more interesting and engaging, such as receiving positive feedback. However, a higher percentage of women than men reported that achieving a target or receiving points to successfully finish a task and answering questions during the game were satisfying. Including a story in the game to attract attention was preferred by a higher percentage of men than women. The results of this study can be used to design AR educational concepts that support gender diversity in pilot education and other technical domains.

A new methodology is proposed for designing professional retraining programs for aviation, rocket, and space industry employees, focused on the formation of the necessary competencies. The novelty of the proposed method is in the formalization of the design process and the use of digital technologies. The advantage is the use of a modular principle of program design, which provides the opportunity to implement individual training paths for workers in industrial enterprises. The methodology was successfully tested at the Moscow Aviation Institute (National Research University) in the provision of educational services to enterprises in the aviation and aerospace industries.

Collegiate flight training curriculum has changed over the past several years. The early era of flight training involved teaching pilots "stick and rudder" skills in conventionally equipped aircraft. With the arrival of the "glass cockpit" or technically advanced aircraft into general aviation, the Federal Aviation Administration (FAA) introduced FAA Industry Training Standards (FITS) curriculum that emphasized risk management, aeronautical decision-making, situational awareness, and single pilot resource management using scenario-based, learner-focused pilot training. Jacksonville University's Aeronautics program, in cooperation with its flight-training provider, participated in the FITS curriculum from fall 2008 through fall 2011. In addition to using FITS, Jacksonville University's flight training provider also moved to a combined Private/Instrument curriculum in technically advanced aircraft. This study examined archival student records of both FITS and non-FITS curriculum, in technically advanced aircraft and conventional aircraft respectively, to assess the role the curriculum had on student total training time and end-of-course check-ride success.

Unmanned Aerial Systems (UAS), or drone applications have experienced tremendous growth over the past several years. Their capabilities and technology have penetrated many aspects of the modern world. They are being used for everything from emergency response and agricultural research, to entrepreneur businesses and package deliveries. Experienced aviators and amateurs alike are being tapped as operators. At present, the Federal Aviation Administration estimates there will be 1.3 million certified UAS pilots by the year 2020 (Moore, 2017). Aircraft Owners and Pilots Association, which has the most significant membership of any association in the aviation industry, has recently added a new line of membership for drone pilots (Moore, 2017). New regulations, 14 CFR Part 107 have also been created, by the FAA, to adopt specific rules for the operation of small Unmanned Aircraft Systems in the National Airspace System (Federal Aviation Administration, 2016). Because of this growth, the authors of this paper, examine collegiate aviation programs and their curriculums to understand better how aviation education is evolving and educating students for this ever-changing and dynamic new industry.

This paper investigates how flight instructors view the utility of competency-based education/training (CBE/T) during the training of new pilots. A total of ten flight instructors were interviewed and analysed through an interpretive paradigm of grounded theory. The findings indicate flight instructors of all experience levels have difficulty engaging with competency texts and have a limited theoretical understanding of CBE/T. The findings suggest possible incorrect practices are being employed by instructors. More importantly, the study highlights a concern that the current industry understanding of CBE/T directly relates to learning and safety, with a potential for negative outcomes. The paper questions if CBE/T is an appropriate model for training new pilots.

Virtual reality (VR) simulation training for helicopter search and rescues (SAR) hoist operators is very uncommon in comparison to the availability of pilot simulation training. SAR hoist operators control winch systems for hoisting objects or people during helicopter flight. Using a rear crew helicopter VR training simulator we sought to quantify hoist operator performance and validate this system by showing that experienced SAR hoist operators and novices hoist differently. We recruited 12 military SARs and 11 persons without hoisting experience and examined their performance in moderate wind conditions over two landscapes, ocean and land. Experienced operators were not affected by environment, completed missions faster than novices, made fewer velocity adjustments, and demonstrated better cable management. These variables can now be used as sources of feedback to train novice hoist operators. Since there were differences between performances of experienced and novice hoist operators we have established construct validity of the simulator.

Affect influences learning and training through various cognitive, psychomotor and motivational processes. This research aims to examine the role of affect in aviation training. Participants' (N = 19) affect and performance were examined in simulated aviation training while they performed ten tasks. Affective states were inferred from electrodermal activity, facial expression and NASA Taskload Index. Performance accuracy was graded with the rubrics provided by pilot instructors in CAE Inc. We found that arousal (inferred from electrodermal activity) positively predicted performance in the level 2 (easy) task (F(1, 17) = 7.408, p < 0.05, std [beta] = 0.55). Mental workload (as measured from self-report) negatively predicted performance in the level 3 (medium difficulty) (F(1, 15) = 4.598, p < 0.05, std [beta] = -0.54) and level 4 (difficult) tasks (F(1, 15) = 12.85, p < 0.01, std [beta] = -0.73), controlling for affect valence and arousal. This research is a preliminary step to a reconsideration of affect in theoretical frameworks in aviation. It demonstrates a comprehensive assessment of affect in aviation training, which could provide guidelines for instructional interventions to improve the overall training experience and pilot performance.

Vocational schools which were opened to raise intermediate staff for the sector must update their functions to fulfill the intermediate staff need emerging as a result of the developments and changes in the sector through the time. Considering the needs of the sector, updating content of the courses and opening new lessons or programs will fulfill the need. The purpose of this study is to evaluate the flight simulators lesson aiming to fulfil the intermediate staff need in the field of flight simulators according to educational criticism model. Qualitative techniques were employed to obtain data within the scope of this study. The study was designed according to case study method. In-depth and focus group interviews were conducted with the participants by using semi-structured interview forms and the findings were obtained through content analysis. The study group consisted of students, instructors and the head of the program. As a result of the study, it is found that participants were satisfied with the course, the staff need of the sector was fulfilled, the learners had sector knowledge, and the aim of the teaching process included practice opportunity in the sector. Besides, highlighting the co-operation between the sector and the university and keeping educational programs up-to-date was another expectation.

The main objectives of this study are to identify the reasons for the shortage of pilots; the necessity of producing Pilots and the obstacles and problems faced by ASEAN Community in producing pilots. The study is conducted by official documents, observations, in-depth interview from personnel who are working for Airports Authority of Thailand, Aeronautical Radio of Thailand Ltd., Civil Aviation Training Center, The Aviation Training Units, Airlines Administrative College and people who have passed in their flight training courses and are waiting for their Pilot Licenses as a whole. Primarily, there are 30 respondents who have given the required information. The study has found that: 1) the shortage of pilots is because of the growth of Low-Cost Carriers, due to the increase of its routes, increase in number of passengers who fly in and out of the country, the increase in aircraft producing process and pilot resignations. 2) There is necessity to produce more pilots, because of few institutions that offer pilot programmes. Besides, there are not too many students who opt to undergo the programme of Multi Crew Pilot License (MPL), usually this program takes at least 1 to 3 years to complete. 3) The obstacles and problems in producing pilots in ASEAN countries are the expensiveness of the teaching equipments, the high tuition fees and the stress encountered by most trainees in clearing tests.

This research aims at investigating the perceptions towards safety knowledge and skills and perceived efficacies among flight attendants onboard. Many studies have reported deficiencies in vocational training among flight attendants to handle specific onboard emergencies, but these findings are not surprising as knowledge and skills that are not put into active use have been shown to deteriorate or decay significantly even over very short intervals. To further understand the issue, an In-flight Safety Assurance Model is presented and data were collected and analyzed following this model. The findings revealed low perception and efficacy levels which highlight the need to establish Continuous Professional Development programs through making use of educational technology and multimedia.

Background: The aviation industry is facing a substantial shortage of pilots. Per the International Civil Aviation Organization, it is projected airlines will need 350,000 pilots globally. Aims: Due to the demand of pilots, most of the conversations are focused on quantity rather than quality of the workforce. Educators and researchers in several industries have advocated competency-based education in aviation for decades. Method: Members of the research team documented the consensus decision-making process which determined which competencies would be incorporated into the flight program. Results: Six competencies were selected for the hybrid competency-based education model. Teamwork, decision-making, communication, resilience, leadership, and technical excellence were extensively defined for the aviation program. Discussion/Conclusion: Shifting toward a hybrid competency-based education model is challenging within a large flight program. However, the members of the research team believe the transformation process will improve program outcomes. Next steps include assessment plan development and data collection.

Regional jet carriers have established Pilot Pathway Programs providing partnership opportunities with collegiate aviation programs in order to fashion pilot training at the undergraduate level. These partnerships provide aviation students early screening for employment with regional airlines and provide the university needed access to airline training material to fully prepare these students for success during regional jet carrier hire training. One of the main issues with normal FAA recommended pilot training and licensing progression is the emphasis on single pilot operations. The regionals operate aircraft requiring a cockpit crew. The challenges of the transition to a multi crew environment are discussed. Deficiencies noted during regional jet carrier new hire training are also discussed, along with traditional undergraduate aviation curriculum. The design, benefits, and goal of a jet transition course will be presented.

In 2003 the International Civil Aviation Organization (ICAO) strengthened the provisions that English be made available for international radiotelephony communication. ICAO also developed standards for English proficiency for international pilots and air traffic controllers. However, these standards are applied variably from country to country and in no country are native speakers of English tested for their ability to employ what has been termed "interactional competence" when using English for intercultural communication. Problems with this situation are reviewed and suggestions made for improving English assessment and training.

The use of appropriate Educational Simulation systems (software and hardware for learning purposes) may contribute to the application of the "Learning by Doing" (LbD) paradigm in classroom, thus helping the students to assimilate the theoretical concepts of a subject and acquire certain pre-defined competencies in a more didactical way. The main objective of this work is to conduct a teaching experience using a fight simulation environment so that the students of Aeronautical Management degree can assume the role of an aircraft pilot, in order to allow the students understanding the basic processes of the air navigation and observe how the new technologies can transform and improve these processes. This is especially helpful in classroom to teach the contents of the Single European Sky ATM Research (SESAR) programme, a European project that introduces a new Air Traffic Management (ATM) paradigm based on several relevant technological and procedural changes that will affect the entire air transportation system in the short and medium term. During and after the execution of several activities with a fight simulator in the classroom, both the performance and satisfaction level of the students regarding the teaching experience have been assessed through four different assessment methods, i.e., objective test, execution test, observation techniques and attitude-opinion survey.

This essay outlines the key lessons I re-learned about teaching adults when I decided to earn my private pilot license. I faced a steep learning curve and needed to conquer my fear of falling from the sky when learning required flight maneuvers. The lessons are not about adult development or learning theories or instructional techniques. The lessons are more basic and central to our daily work as educators. These lessons are about empathy, understanding, and building relationships in order to enhance an adult learner's motivation to learn and foster a passion for continued learning.

Situation awareness is a key construct in human factors and arises from a process of situation assessment (SA). SA comprises the perception of information, its integration with existing knowledge, the search for new information, and the prediction of the future state of the world, including the consequences of planned actions. Causal models implemented as Bayesian networks (BNs) are attractive for modeling all of these processes within a single, unified framework. We elicited declarative knowledge from two Royal Australian Air Force (RAAF) fighter pilots about the information sources used in the identification (ID) of airborne entities and the causal relationships between these sources. This knowledge was represented in a BN (the declarative model) that was evaluated against the performance of 19 RAAF fighter pilots in a low-fidelity simulation. Pilot behavior was well predicted by a simple associative model (the behavioral model) with only three attributes of ID. Search for information by pilots was largely compensatory and was near-optimal with respect to the behavioral model. The average revision of beliefs in response to evidence was close to Bayesian, but there was substantial variability. Together, these results demonstrate the value of BNs for modeling human SA.

Examples of informal and incidental learning, including an extended discussion of informal learning in flight instruction, are used to illustrate the model of informal and incidental learning in practice, as well as the nonlinear nature of this learning.

Debriefing is routinely used in pilot training. Limited empirical studies, however, have investigated what aspects of debriefing contribute to learning outcomes across professions. In this investigation, we focus on the learning of pilots flying large commercial aircraft in a multi-crew flight deck. The researchers observed, recorded and analysed over 32 biannual simulator training and assessment sessions. Each pilot pair engaged in two kinds of experiences across these two-day assessments: (a) a four-hour simulator session with a one-hour debriefing and (b) a three-hour simulator session with an extended period of debriefing. This preliminary report explores the quality and outcomes of these learning experiences, particularly the efficacy of the simulator-to-debriefing ratio. Thematic analysis of post-debriefing semi-structured interviews with three pilot pairs and their shared flight examiner suggests that appropriate debriefing duration and processes should be determined through considering personal readiness of pilots and situational factors during the training.

The use of unmanned aircraft systems (UASs), or consumer drones, in agriculture has the potential to revolutionize the way certain farm practices are conducted and the way science, technology, engineering, and math principles can be taught. Currently, there is need for UAS training for both adults and youths, and that need will increase with the expected growth of the UAS industry. This article addresses the need to include UASs in Extension programming, the associated legalities, and the best types of UASs to use in such programming.

Threat and Error Management (TEM) training, endorsed and recommended by the International Civil Aviation Organisation (ICAO), was mandated in Australia with the aim of improving aviation safety. However, to date, there has been very limited, if any, formal post-implementation review, assessment or evaluation to examine the "after-state" in terms of the effectiveness of the introduction of TEM. This exploratory study, is a first step in examining how TEM is regarded among Australian general aviation pilots in terms of its use and effectiveness. Fifty-nine general aviation pilots participated in a survey. The survey results indicated a large decline in positive support for TEM compared with the findings of an earlier study. Other results from the current survey indicated a variable uptake of TEM principles and differing opinions as to its effectiveness, suggesting further study should be conducted in respect of TEM as an important safety initiative within Australian general aviation.

In the UK, the Royal Aeronautical Society recommends the inclusion of practical flight exercises for accredited undergraduate aerospace engineering programmes to enhance learning and student experience. The majority of academic institutions teaching aerospace in the UK separate the theory and practice of flight dynamics with students attending a series of lectures supplemented by an intensive one-day flight exercise. Performance and/or handling qualities flight tests are performed in a dedicated aircraft fitted with specialist equipment for the recording and presentation of flight data. This paper describes an innovative approach to better integrate theory and practice and the use of portable Commercial-Off-The-Shelf (COTS) technologies to enable a range of standard, unmodified aircraft to be used. The integration of theory and practice has enriched learning and teaching, improved coursework grades and the student experience. The use of COTS and unmodified aircraft has reduced costs and enabled increased student participation.

Aim/Purpose: The aim of this study was to explore whether a full cost flight training device (FTD) was significantly better for simulator training than a low cost PC-Based Aviation Training Device (PCATD). Background: A quasi-transfer study was undertaken to ascertain whether a Civil Aviation Authority certified Flight Training Device (FTD) was more effective at improving pilot proficiency in the performance of a standard VFR traffic pattern (Overhead Rejoin Procedure) than a customised low cost PCATD. Methodology: In this quasi-transfer study, a high fidelity FTD rather than an aircraft was used to test both training and transfer tasks. Ninety-three pilots were recruited to participate in the study. Contribution The use of PCATDs is now well established for pilot training, especially for Instrument Flight Rules (IFR) skills training. However, little substantive research has been undertaken to examine their efficacy for VFR training. Findings: There was no evidence of a pre-test/post-test difference in VFR task performance between participants trained on the PCATD and the FTD, when post tested on the FTD. The use of both PCATD and FTD demonstrated significant improvements in VFR task performance compared to a control group that received no PCATD or FTD training. Recommendations for Practitioners: We discuss the possibility that low cost PCATDs may be a viable alternative for flight schools wishing to use a flight simulator but not able to afford a FTD. Recommendation for Researchers: We discuss the introduction of improved low cost technologies that allow PCATDs to be used more effectively for training in VFR procedures. The development and testing of new technologies requires more research. Impact on Society: Flight training schools operate in a difficult economic environment with continued increases in the cost of aircraft maintenance, compliance costs, and aviation fuel. The increased utilisation of low cost PCATD's especially for VFR instruction could significantly reduce the overall cost of pilot training Future Research: A new study is being undertaken to compare the effectiveness of a PCATD and a FTD at training transfer of other VFR task procedures such as forced landing training, forced landing after take-off, and low-level navigation exercises.