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Maritime education and training (MET) has a long tradition of using simulator training to develop competent seafarers and relevant seafaring skills. In a safety critical domain like maritime industry, simulators provide opportunities to acquire technical, procedural and operational skills without the risks and expense associated with on-the-job training. In such training, computer-generated simulations and simulators with higher realism are inferred to better training outcomes. This realism, or the extent to which simulators replicate the experience of a real work environment, is referred to as the "fidelity" of a simulator. As the simulation technology develops, the maritime industry adapts to more advanced, higher fidelity simulators. However, the cost of a simulator generally increases with increasing fidelity, and thus practical and economic constraints must be considered. In this paper, we investigated two types of simulators on perceived skill development of the students at engine room simulation training. We compared the self-efficacy levels of 11 second year marine engineering students and their perceived skill development between two different fidelity engine room simulators. The result suggests that students have higher motivation and prefer to train with immersive training simulators compared to the traditional training. This article aims to add to existing knowledge on the influence of fidelity of simulators in training effectiveness in maritime education and training. http://www.transnav.eu the International Journal on Marine Navigation and Safety of Sea Transportation Volume 13 Number 3

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Modern virtual reality technologies increase the immersive experience for users. Increased immersivity may affect how users perceive, internalize, and thus, recall information about the virtual environment and experience compared to traditional mediums, such as desktop simulations. One critical aspect of recalling information is incidental memory, which refers to the ability for people to recall information they were unaware was relevant for evaluation. This paper investigates the differences of incidental memory recall between (i) immersive virtual reality and (ii) traditional desktop systems. Fifty-two participants completed a series of tasks within identical virtual environments of the two systems and completed an incidental memory recall questionnaire testing their recall of elements within the virtual world. Results found no significant difference in incidental memory recall between immersive virtual reality and traditional desktop conditions. However, when controlling for gaming experience and gender effects significant differences between groups were found.