Simulated Voyages Using Simulation Technology to Train and License Mariners (1996) / Chapter Skim
Currently Skimming:
4 Matching the Training Environment to Objectives
4 Matching the Training Environment to Objectives
Pages 97-119
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 97... ...
found that factors other than fidelity were as important, and, in some cases, more important than highest-fidelity simulators in achieving training objectives. The lack of recent research in the area of simulator fidelity has strongly influenced the perceived need for using the highest levels of fidelity as a defense against training-induced errors in mariner performance.
|
From page 98... ...
In some cases, the simulator strengths and weaknesses may not be apparent from a visible inspection or demonstration. RELATIVE IMPORTANCE OF SIMULATOR COMPONENTS Each simulator element is important, but their relative importance depends on training objectives.
|
From page 100... ...
ship-bridge simulators can be very realistic with respect to onboard surroundings and can be effectively employed to achieve training objectives. Small details can also be important to creating favorable mariner perceptions.
|
From page 101... ...
Mariner instructors generally believe they need to have the same feel for the exercise as trainees on the bridge; therefore, their control station should be situated and equipped to maintain oversight of the training when they are not role playing or observing on the bridge. Ship-Bridge Equipment The relative importance of the ship-bridge equipment for navigation and piloting varies by the functions, tasks, and training objectives.
|
From page 102... ...
102 SIMULATED VOYAGES FIGURE 4-3 Estimate of relative importance of ship-bridge equipment for simulator training. Actual importance depends on operating conditions and scenarios.
|
From page 103... ...
Visual Scenes Trainees experience the visual scene more or less concurrently with their entry to the bridge mockup. To create the perception of reality, it is desirable to have a visual scene projected with the vessel either at anchor, at berth, or underway.
|
From page 104... ...
The lack of familiarity offered by hypothetical scenarios can be important in ascertaining an individual's ability to react in specific situations -- for example, to conduct comprehensive passage planning and to react to situations and conditions encountered along a particular route. The development of hypothetical data can be tedious, especially if all information normally available from reference publications needs to be replicated to satisfy instructional objectives.
|
From page 105... ...
Specific, actual features of the realworld situation may be included or excluded; the fairway can be made wider or narrower or shallower or deeper; and port operating procedures can be modified to system capability or to instructional objectives. The use of a hybrid scenario is attractive for evaluation purposes because hypothetical features can be added to a facility's existing suite of operating areas and validated as appropriate to instruction or licensing objectives.
|
From page 106... ...
Which approach a particular facility uses is more a function of cost and space than technological capability, although technology limitations were a principal consideration in simulators installed before the 1990s. The manner in which visual scenes are displayed affects depth perception, which in turn can influence how individuals perform in the training environment.
|
From page 107... ...
In the latest generation, six degrees of freedom of vessel motion can be projected in the visual scene and correlated with physical motion platforms. The relative training benefits and cost effectiveness of adding spotlight-generated lights versus improvements in CGI texturing, shading, and special effects have not been established through research.
|
From page 108... ...
Visual cues include the following (some of these general categories may overlap) : • the vessel's hull, superstructure, deck, and cargo-handling features inso far as they can be seen from the vessel's bridge or wheelhouse; • background details, including geographical reference points, topographi cal features, shore structures, shore aids to navigation, and water bodies; • moving models, including traffic ships, buoys, water surface conditions, and special features that convey such motion as bow waves and stern wakes coordinated with ship size and speed; and • animations, including lighted aids to navigation, running lights, special lights, flags blowing in the breeze, and physical environmental condi tions, such as waves, clouds, and local weather conditions.
|
From page 109... ...
The ability to provide an adequate horizontal field of view using a ship-bridge simulator is limited by cost, not technological capability. Even with radar and other electronic navigation systems, shiphandlers rely heavily on visual observations.
|
From page 110... ...
This problem should be considered in the context of training objectives and level of simulation or component requirements. A field of view from the centerline to abaft of the beam on both sides of the vessel and a view astern are essential for full situational awareness and for interpreting and applying rules of the road to these situations.
|
From page 111... ...
Sometimes, as in visual flight simulators, both visual and physical motion are used to create a realistic operating environment. Simulation Sickness Simulation sickness is a form of motion sickness.
|
From page 112... ...
Motion and Training Objectives The relative importance of visual and physical motion requirements depends on the training objectives with respect to: • establishing credibility with the participants in a simulation, • degree of fidelity needed to support training objectives and transfer of training, and • the mitigation of artificial conditions that could lead to physical discom fort. All of marine simulations related to navigation and piloting require that motion be conveyed in a way that enables participants to: • determine the vessel's movement in relation to geographic references, • detect other vessels, and • determine the relative movement between vessels and other objects.
|
From page 113... ...
The experience of mariner instructors, however, is that most training objectives can be obtained without physical motion platforms if motion in the visual scene is of relatively high fidelity. Physical motion cues are not critical to the training objectives for most vessels and most operating environments being simulated.
|
From page 114... ...
Another simulator facility installed a motion platform for training deck officers in handling supply vessels alongside offshore platforms and for ice-breaking operations. Another facility produces wave effects through the combination of physical motion and CGI.
|
From page 115... ...
The degree to which traffic ships and their movement patterns realistically portray local operating conditions affects the credibility of the simulation for individuals who are familiar with the simulated operating area. These conditions need to be as faithful as possible to real conditions to minimize the potential for creating false or misleading perceptions that could adversely affect real operations.
|
From page 116... ...
Generally, aids to navigation are displayed adequately, although there can be problems with jumpiness in the visual scene due to slow update rates. There can also be problems with light intensity and size, which affect visual acquisition of these aids and depth perception.
|
From page 117... ...
The capability of simulating the forces for assist tugs varies by the mathematical model used and is generally adequate to serve instructional objectives. The physical forces exerted by escort tugs when they come alongside are more difficult to model because the data on physical forces involved in these interactions during passage through piloting waters are limited.
|
From page 118... ...
Ship-bridge simulators can usually simulate a variety of ship types -- from coastwise tugs to very large crude carriers. Each element of a simulation -- the equipment simulated, the visual scene, and the motion -- is important, but the relative importance of each element depends on the training objectives defined through application of the instructional design process.
|
From page 119... ...
CAORF 50-7915-01 and USCG-D-06-82. Kings Point, New York: Computer Aided Operations Research Facility, National Maritime Research Center.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.