Supporting after action review in simulator mission training: Co-creating visualization concepts for training of fast-jet fighter pilots

Abstract

This article presents the design and evaluation of visualization concepts supporting After Action Review (AAR) in simulator mission training of fast-jet fighter pilots. The visualization concepts were designed based on three key characteristics of representations: re-representation, graphical constraining, and computational offloading. The visualization concepts represent combined parameters of missile launch and threat range, the former meant to elicit discussions about the prerequisites for launching missiles, and the latter to present details of what threats a certain aircraft is facing at a specific moment. The visualization concepts were designed to: 1) perceptually and cognitively offload mental workload from participants in support of determining relevant situations to discuss; 2) re-represent parameters in a format that facilitates reading-off of crucial information; and 3) graphically constrain plausible interpretations. Through a series of workshop iterations, two visualization concepts were developed and evaluated with 11 pilots and instructors. All pilots were unanimous in their opinion that the visualization concepts should be implemented as part of the AAR. Offloading, in terms of finding interesting events in the dynamic and unique training sessions, was the most important guiding concept, while rerepresentation and graphical constraining enabled a more structured and grounded collaboration during the AAR.

A live mindset in Live Virtual Constructive simulations: a spin-up for future LVC air combat training

“…The play-back functions as an additional resource for discussion and reflection. [50][51][52] Thus, the debrief or after-action review (AAR) is ''a systematic technique that turns a recent event into a learning opportunity through a combination of task feedback, reflection, and discussion'' 52 The learning design sequences model describing prerequisites for learning and two learning sequences consisting of implementation and evaluation/assessment. Source: Adapted from Selander.…”

“…Along with the GEV, representations of the individual aircraft cockpit views are presented. For further details, illustrations, and descriptions of the simulation facility, see Aronsson et al 50 First, the study and its aim were introduced to the pilots and it was explained how the LVC-T concept was to be applied in the LVC-T scenario. Research-ethical aspects were presented and explained and the pilots then gave their consent to participate in the study.…”

“…The play-back functions as an additional resource for discussion and reflection. 50–52 Thus, the debrief or after-action review (AAR) is “a systematic technique that turns a recent event into a learning opportunity through a combination of task feedback, reflection, and discussion” 52 (p. 2).…”

Live–virtual–constructive simulation for testing and evaluation of air combat tactics, techniques, and procedures, Part 1: assessment framework

“…In fact, such comparisons form the foundation of all fighter pilot training. 20,28 However, the technique is suited only for non-punitive SA assessment, such as TTP T&E, where possible pilot bias is minimal.…”

Engagement Decision Support for Beyond Visual Range Air Combat

“…BVR conditions force the pilots to rely more on a series of systems to compose their situational awareness, allowing them to make tactical decisions during the combat, such as whether to fire a missile or not. Especially in BVR combat, the missile launches and the circumstances around these events are critical [4], since these weapons are the main form to engage the opponent. Since BVR combat is rarely observable in practice, with low availability of historical data, much of the assessment of its possibilities must be done through simulation [5].…”