Expanding the concept of simulator fidelity: the use of technology and collaborative activities in training maritime officers

Abstract

The theoretical contribution of this paper lies in introducing the concept of social fidelity to bridge the gap between computer technology and collaborative learning activities in simulator-based training. The concept has usually been limited to the technological aspects of simulator training with an assumption that a high level of fidelity equals a high physical resemblance between a simulator and the real work environment. The objective of this article is to expand the prevailing understanding of the concept of simulator fidelity and explore social factors that may influence perceived training quality among professional maritime officers. This qualitative study aims to broaden the scope from technological aspects to an emphasis on task and collaborative factors. The empirical material used is based on observations of two different simulator programs for professional maritime officers and focused interviews with bridge officers participating in the sampled training. The research aims to deepen the knowledge on how learning unfolds in a simulator-based training context characterised by extensive use of advanced computer technology and collaborative activities. The research demonstrates how trainer-trainee interactions, task factors and simulator technology may influence perceived level of fidelity and training quality. The article is concluded by offering a set of recommendations for future design of maritime simulator-based training.

The continuum of simulator-based maritime training and education

“…In addition to the physical, functional, behavioral, and perceptual (psychological) fidelity, researchers have also added another dimension i.e., social fidelity, into the discussion. The term “social fidelity” refers to the nature of social interactions as a part of collaborative activities that are embedded into the simulation scenario (Wahl 2020 ). Hontvedt and Øvergård ( 2020 ) used the term “interactional fidelity” to refer to the simulation of team coordination and collaboration in socio-technical environments.…”

“…The learning occurs through the active role played by the trainees in the simulation session and supported by the instructors in orienting the trainees and scaffolding throughout the process. Similarly, Wahl ( 2020 ) demonstrated that the learning occurring in the maritime simulation-based training and education is not solely influenced by the physical and psychological fidelity. She commented on the importance of social fidelity i.e., the extent to which the trainee-instructor interactions in the simulator and the joint collaboration activities exercised as if in the actual work environment.…”

Bridge Resource Management: Training for the Minimisation of Human Error in the Military Naval Context

“…For example, the warship's commanding officer is responsible for leading the bridge team (in some navigation conditions) and the operations room team, contributing to safety and efficient ship operation (Wahl, 2019). Working with these teams, in highly dynamic conditions, implies that the commanding officer, in order to achieve a safe and efficient level of teamwork (Wahl, 2019), must develop incident command skills (Arbuthnot, 2017), grounded on NTS which in turn are developed through BRM training. It is through development of these skills that the commanding officer can better achieve the necessary command and control essential for the authority and direction of the assigned forces (DoD, 2008).…”

Design of simulator training: a comparative study of Swedish dynamic decision-making training facilities

“…The activity model used in this study is based on Engeström's (1987) model of activity systems, expanded from the work by Vygotsky (1986) and Leont'ev (1978). Engeström's model (see Fig.…”