Towards a More Socially Sustainable Advanced Pilot Training by Integrating Wearable Augmented Reality Devices

Abstract

For flying all types of turbine-engine airplanes, a pilot must undergo an intense type rating (TR) course. This study investigated the learning conditions and TR course content, and specifies the most difficult course elements that could be tackled by augmented reality (AR) applications. Because women are underrepresented in the worldwide pilot population, it is important to address gender-specific preferences and needs in the development of AR-based wearable technologies for advanced pilot training. A gender-sensitive survey of the learning conditions and course contents was conducted with 31 pilots and 22 instructors. Despite many similarities, the results confirm that there are gender-specific needs and preferences for the development of future AR-based applications for TR training. In addition, the views of both pilots’ and instructors’ are required to obtain a comprehensive assessment of the learning contents and conditions related to TR. The results also show that time pressure increased the perceived difficulty of the course for some trainees. These results are important because they indicate the directions to be taken in developing future AR-based training applications for a more learner-centered and inclusive TR training. Future directions to foster a socially sustainable development of AR-based training means for TR with special focus on gender diversity are presented.

Novel Mixed Reality Use Cases for Pilot Training

“…Research has uncovered the potential of AR technology to change and improve learning and teaching environments and experiences [22][23][24]. This potential can also be identified for AR-supported pilot training [25][26][27], as shown in various implementations [28,29]. The capabilities of modern MR/AR devices can thus be used to enrich training materials and to create an engaging learning environment for meeting the needs of the next generation of pilots [30][31][32].…”

“…These conditions are reflected in the experience and performance of the trainees during the training. In a survey report, Moesl et al [26] noted that a number of TR pilots and instructors mentioned difficulties related to the learning conditions of a TR course, such as stress and time pressure, issues with self-study and differences in the previous knowledge trainees possess. The main mitigations proposed by instructors to address these difficulties were an extension of the course duration, or a diversification of training tools that allow asynchronous learning (e.g., instructional videos, mock-up or procedure trainers) complementary to attending the full-flight simulator sessions with an instructor.…”

“…With this information, use cases were specified at a high level without detailed content. In addition, the results of two studies [26], ref. [25] were used as a basis for determining the potential content of the use cases (see Figure 3 module 2 and 4).…”

“…In module 4, another survey was conducted with pilots and instructors, which is described in detail by Moesl et al [26]. Participants of the latter survey were 24 male pilots and 7 female pilots, holding type ratings e.g., for B767, A319/320/321, or Cessna C525, C500 series.…”

“…However, the participants of the final workshop (module 5) did not propose to pursue this topic because they did not expect it to have a high impact on training. Instead, they selected the "electrical power supply" as one of the most difficult topics based on feedback from TR trainees in module 4 [26]. The participants argued that for trainees, the practical relevance of this knowledge is often underestimated because it is only needed in rare emergency situations.…”