Print Email Facebook Twitter Using problem-based exploratory training to improve pilot understanding of autopilot functions Title Using problem-based exploratory training to improve pilot understanding of autopilot functions Author van Leeuwen, J.K. (TU Delft Control & Simulation) Landman, H.M. (TU Delft BUS/TNO STAFF; TU Delft Control & Simulation) Groen, Eric L. (DIANA FEA) Mumaw, Randall J. (San José State University) Stroosma, O. (TU Delft Control & Simulation) van Paassen, M.M. (TU Delft Control & Simulation) Mulder, Max (TU Delft Control & Simulation) Date 2024 Abstract Previous research indicated a need to improve pilot training with regard to understanding of autopilot logic and behavior, especially in non-routine situations. Therefore, we tested the effect of problem-based exploratory training on pilots’ understanding of autopilot functions. Using a moving-base flight simulator, general aviation pilots (n = 45) were trained to diagnose failures either without foreknowledge and guidance (exploratory group), without foreknowledge but with some guidance (exploratory-guidance group) or with foreknowledge and full guidance (control group). They subsequently performed six test scenarios in which their understanding of the effects of failures was tested by requiring them to deduce the failures and select autopilot modes that were still functioning. Those who received exploratory training with guidance were significantly more likely than the other groups to diagnose failures correctly. The exploratory training group also selected the most appropriate functioning autopilot modes significantly faster than the control group. The results suggest that exploratory training with an appropriate level of guidance is useful for gaining a practical understanding of autopilot logic and behavior. Exploratory training may help to improve transfer of training to operational practice, and prevent automation surprises and accidents. Subject Automation surpriseHuman–automation interactionSimulator trainingSituation awarenessTransfer of training To reference this document use: http://resolver.tudelft.nl/uuid:e9f92bbb-0fbd-409f-be4f-86ad1b78f9cd DOI https://doi.org/10.1007/s10111-024-00751-z ISSN 1435-5558 Source Cognition, Technology and Work, 26 (2), 267-279 Part of collection Institutional Repository Document type journal article Rights © 2024 J.K. van Leeuwen, H.M. Landman, Eric L. Groen, Randall J. Mumaw, O. Stroosma, M.M. van Paassen, Max Mulder Files PDF s10111-024-00751-z.pdf 1.1 MB Close viewer /islandora/object/uuid:e9f92bbb-0fbd-409f-be4f-86ad1b78f9cd/datastream/OBJ/view