Table Of ContentDOTRAAAM.95I6
Office of Avisziow Medicine
‘Washingwn, D,
Development of Qualification
Guidelines for Personal
Computer-Based Aviation
‘Training Devices
Kevin W.Wil ave
Rolent F, Rlanclard
Civil Assomedica! lasczate
Federa! évizzion Adminisnearinn
Okcahoore Cry, Oklzhoma £3125
ebeseay 1695 pt ic
sal Repore G
‘hie document is available 6 she public
though the Natianz! Tacical Infiunazion
Service. Springfield. Virgin’a 2161
@
U.8, Department
of Transpartacion
Federal Aviation
Administration
NOsice
“Teoheiea! Report Dacumetation Pog
DOT/FAR/AN-86/6
TTT Oe
Development of qualification duide-ines for
Personal Coxputer-2aseé kviation Training Revices
Febrasry 1995
Fevin @, @illiane acd Robert €. nlanchard
FAR Civil Aeronedical Institute
P.O, Box 25082
oblehoma City, CK 72125 Ea RT
TT ra
FAA Office of Aviation Medicine
Federa? xviation Administration
800 Independence Avenue, SW.
Washington, DC 20591 7
Rosoat sdvonons in the capahilizies of pevecnal couputece lave sesulted in ax
incvoage ia the cumber of £24gh:
Conpater-sased hed:
ulation psoyzem made avai late 9 Torsocal
jon Training wrviies {rUsi si “The potential sorefits o= PCRIDE
acefharduare developers alte. Tee
eenl a corceplual apron’: baw upor Waa
dave bees vecoyaizad by resaarchars and
parpone of shis ropors da cwcfold: 1)
Learsicg principier ahd svailabia flight teatvizg deta for use in the developien’ aad
ovoluacson of PCAzDs; and 2!
vide a detailed tectaeal plan for an ininial effort
0 davaiop and vest guidel ines
= assossing the use of PCKTDe in a cvaining
curricu:un of a flight school conducted 4x aeuoréaueu wish ska regu orion acated in
Porscral Compacer-lased Aviation Dotiecul iv wvadlable bo the pustic
Tepining Gavices, Flight Training, earouga the nacional Technival
Tastgument Flight Tafermation Service, Springfie:d,
Paychology, Appiied Cuycholosy Virginia 22162
lunclacsified ‘Uaclasailisd oe eee
ACKNOWLEDGMENTS
This project svas joi sponsared hy AFS-HON and AFS-200, with dizection and snpport provided
Dy Lacey Basha (AFS-240), Jan DeMuth (SPS-214), Hop Peter (AES-214), sna Tara Logie (A
230), Proysemn management wis provided by Ron Siuamans (ARD 210}.
In wdtina, apresiaton is expressed to Deus Bes
ia.
gee (AAM-5U4) (or hie technical review aod
[eceRtor Far
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Dre Tap
Unannosnced
Justification
By
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Ausikbiity Cones
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‘TABLE OF CONTENTS
BACKGROUND.
PC-ased ‘Training Devices,
Povential Renefits af PCATDs
Purpose and Development Plan.
DEVELOPMENT OF PCATD QUALIFICATION GUIDELINES
Step | - Davelon PCATD Qualification Concegt
Basic Premises
Promoting Positive Transfe.
Avoiding, Negative Transfer on
Taking, Advantage of the Learaing Mada
Use in ‘Training
Step 2 - Develop Might Tark Data Base
Step 3 - Analyze Flight Tusk Dats Base,
Slep 4 - Develop Protalype Set of Qualification Guidclines
Step 5 - Test Application of Protatype Guidelines
Slep 6 - Develap POT Computer Software
Step 7 - Conduct PCATD and POT Fie Evaluation
Step 8 - Prepare Vind Products and Docupentation.
FOLLOW-ON DEVELOPMENT.
EXPECTED BBNEFITS
FAA
PCATD Devclopcrs.
Training Coramuni
REFERENCES...
APPENDIX A
EXPANDED FLIGHT TASK LISTING FOR AIRCRAFT INSTRUMINT RATING
APPENDIX B
BASELINE QUALIFICATION GUIDELINES
Cuatrols,
Displays.
Fligh! Dynamic,
snstuctionsl Management
APPENDIX C
EXAMPLE TASK ANALYSIS..
DEVELOPMENT OF QUALIFICATION GUIDELINES FOR FERSONAL COMPUTER-BASED
AVIATION TRAINING DEVICES
BACKGROUND
Reveat advances in the capabilides of personal
computers have resubed in am increase in Ge com
ber of fight simulation progtams made availabe as
Pessimal Computee-Raved Aviation Training De-
vices (PCATIPR:. These devices ure celtivey inex-
pensive, compari with flight training devices and
Siemacors thar mote close:y approximate the physi-
wal charnteuistics of an actual alcratt Aviation
tealing devices shoult be elstingitiod fram for-
‘mal fight taining devices, as devined in PAA
Order AC 120454. The priuary dffereuce be-
toveen the 660 Ip that the PCATD is an intcgrsted
gromi-basod caining device that would he uscd
Sokly for aviation taining purposes, and not for
amen qualification or certification. The appropr-
te use of PCATDs by flight taining schools and
individuals would greatly benefit te delivery of
flight Gaining instruction sand entance taining ef-
Fectivoness ape igh fey.
‘The tegulacory missiou of the FAA includes estab
lishing a sound basis for qualifying equipment, cic-
‘mea taining and centficaion pragraus. including
the use ofiszuctional eis aad devices, Traditional
approaches (0 crediting flight teaing devices and
simulators heavily weights the physical fidelity, or
similaiey of the device, wo an actual aircraft This
approach results in the production of extremely ex
peesive txinieg equipment, partienlacty if mation
stulition i incised, Forter, i¢ as been shawn,
That high physical fidelity if not ueeessary wo
achieve acceplahle cares levels far certain flight
taining tasks (Limem, Rescos, Keouse, & Sega,
1990: Ortiz. 1993; Philips. olin, & Lamermayee,
1993), This finding provides useful upporunig
fer uilsing relatively inexpensive PCATD technol
‘ogy with relaively lve physical fdeiny for teining
specific sot of ight cake,
‘Anotuer expestation based on traditional csediny
approaches is thac training time on PCATDs should
‘be creditable with a number of fight hours consi.
‘ced equivalent tn traning time in an aecralt based
‘on traning transiec equations. However, trnefer af
lcuining estimates for u particule PCATD tend ta
‘vary, depending on the pirtcnlueesk being lead
aud the learning chametetsties of the undividun:
using the device. This joim vacibilry makes i ite
tevisahle to allainpt 0 credit expecience In a
PCATD with some rumber of aircraft Right hours
‘The best ccmrse sould he ta limi nse of PCAs
ta the role of txining als within am integrated
{grounds fight training environment, ‘Vhe_ poten
comciutitn of q panicular PCATD shoud be
‘cevlusted on a udkchy-task hasis, according 10
whether, based on a sel of rules or guidelines, de
device could be expected tm produce seme raini-
mally acsepiable fevel af prsitive rransfer of train
ing to an altplave ou a speifie task
Potential Benefits of PCATDs
“The potential benefits of PC-based aviacon esining
devices have been recognized by researchers and
softvarcthandwate devolopets ale, as is atextod ©
bby a recent collecdon of papers on the usc of PC
based systems for insuumert flight calning
@udlowe, 1991), Evigence of teie effectiveness is
aso growing (Hampton, Morcuey, Kiron, Bieta,
Eisterhould, King, Wright, 1993). Before these
benefits can he enjoyed, however, Euidefines mst
be ostablished regarding che characteristics tha are
recommended in PCATD for ito be an effecive
Uuaining device
‘The use of PCATDs should enliance safery boeanse
students could gain at least miainum profileney
fore allempling mut Aying macexvers. Tn ud
ion, caning time could he reduced, which should
result in a relution a coats For hath selon ard
flight schools, By reducing costs, the Hight selto]
shouldbe eble to attactaeiconal students, thereby
fnerewsing is stdout load and potential business.
Algo, the ahiliiy of srudeats 10. gain seffgulded
tractie a¢ some tasks und maneuvers shonll ia
wove skill maiarenance aad gil proficiency
Purpose und Development Plan
“The punpase of this report is twrufbld: 1) present a
sanceptusl approach based upon furan learuing
piigeiptes and avaiable Highs training data foe use
in the development and evaluation of PCA: and
2 peovide a tae tecieal plan for an inital et
fort ia develop and test guideline: for assessing the
tse of PCATD i taining curtievlum of a ght
school condheted in accordance with the zegnlaions
stated in FAR Pact 4, The iil user-ient i he
TFA safety inspector fr0m a Toca Fight Staands
Dime Office (FSDO}, she has the responsibilty
of approving Pert 141 Might taluing cerzicula. In
follow-on work, the feasibility of extending these
uidelixs to other ratings could be explored, 36
‘yell 68 extcndingthean io usher potential elien-ser
_pronps, such as Part 141 sche] curreolim devel.
‘pers, CATO hardware and software developers,
and ctontualy, cs ilvidual users desiring (0 select
APCATID for se guided ase
Figure 1 provides a milesione chat of tow devel.
‘opment vill proretd on x conceptial basis for
PCATD gualiftaciou and of the actual qualification
idelines, Results of Step 1, Desclop PCATD
Quilificaion Concept, ere provided below. Results
of he rennuaing stops in guldetie developmect will
be-provided in subeequent eps. An ‘ital set of
aidelines for he instrament rating. curiculun,
packaged for dhe HSDO iuspeclor, is expected oo he
available by the end uf Oct. 1. 1994, These guide
Tines can be expanded to include oder centfieste,
rating ateas and client-users aller de getdeines
have bepn sebjecied 10 eentfc. veufleation. and
turer acceptance testing, "Tae steps to be accom
plishal anf their relationship to each oller in the
evelopment of PCATD qualification guilelines ace
shown in Figure 2. The guidelinos wl be organized,
fo 4 procofurst form thac will be called te
PCATD Qualification Teal (QT). Numbers in the
figure identify Oe indvideal seps © be acon
plishoc, As can be seta from de figure, there ace
iat primary steps involved inte appraach
DEVELOPMENT OF PCATD
QUALIFICATION GUIDELINES
Step 1 - Develap PCATD Qualification Coucopt
“The fst stop inthe tuck plan involved developing x
tmcept far incorporating PCATD teehnology inso
the grousd aud fight qsining envirosiment (See
Figure 1 for the vue fame on this tk). The goal
‘was not ta provide a methud of quallving PCATDS,
bbe ts allo for their appropriate sod effective use
within ee fligte training uemeunity. An innportant
PAA responsibilty is approving curricula ce
used by Par 141 Aight leaning seheots, Provinus
ceeapis at gencrwcng quafiicalion guidelines for
PCATDs (e.g, Forster, 1991) have aot recognized
the possibilty of taskespecifc guidelines. Givea the
existence of tsk-specttis qualificalian guilines,
spproval of @ Part 141 cursieulu ulizing eating
‘ona PCATD sould evolve aot oniy looking atthe
PCATD itself, bua at Ue pla for suse within
the eustigulom. Basically, the PCATD showkd not
bye used for traning task in which ic Is not eopable
tof producing an acceptable level of wining ans
fer, Roview of the taining currieulum by « FSDO-
inspector wing PCATD qualificason guidelines
should ensue dar provestion. This task volved she
review of applicable Liertuce cn fight training and
sinwlcon anal m die developuncar and! capchilites
of FC-basod aviation tcziaiyg software am han
‘ware, This background was icportant to subsequent
development of the cheoretical sluciue needed for
"he qualification concept.
A review of Ageuoy regulawry aoods aul policies
srmeernirg PCATD utllzation was perfirmed 10
nstre dhat the approach takem was ennsivent wit,
those issues. The informason colosted Fm tse
reviews vs selop a initial ecucept fr
‘qualifyigg the marae in which PCATDs are ineor
cd to
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Figure 1. PCATD guideline development and evaluation schedule,
‘TralningSinaiation Literate
‘Agency Nouds and Policies
Develop PCATD
Guaifteaton
‘Concept
Task Ovjectives and
Practical Test Standards
Fright Training Haredbook
Privat Pit Maneuvers Maru
Oat Subject Mater Experts
Fight Schocl Syabi
Davelop Fight
Taek Data Bace
inpwOvbak ovis
reguris, rasta and g_| Petar ari
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Figure 2, Development of PCATD qualification guidelines,
Poruled foto yeound and flight ecaining euvticula
‘while minimitiag Agency regolsory invotvement
sai at dae same time providing for broad uslzaton
‘of PCATD euricat and ture techmolngy. Or ean-
cept inalves the we of 4 set of qualiRcaton guide
lines based on a detailed Might tsk daca bose with
criteriowreferenced levels of acceptable pevforut-
ance, These.lak-ceferenced gnideliues would pro-
vide assurance of, but would not guarantee, at feast,
some transfer of trainicg from a particusar PCATD
to the traning aiteraR. This approach is based on
the proposition that skill earring occurs ia stages,
and that A PCATD emust possess the abi to up-
ort at Seat intabstaue leaning of a particular task
(er tus set) if use uansfer isto oven,
‘This ask-based approach is similar to that waed for
the Advanced Qualification Program (AQP) for
quekifiction evens and associated Might eainhig
equipment (AC 120-84, Appenuix C). The resuting
PCATH qualification guidlines will be iacarpo-
tated into an analytic al, which can be computer
ied und employed by a mbnber of potential user
‘groups in determining the individual or relacive
mcs of specific PCATED designs
he proposed guidetines would be based an am
analytical process by which the specific iputompue
requiremems of # given icaining objective (ask.
clement) would be iseuified acl compared co the
specific twclwaretutivare characteristics of
gives PCATD in providiag those nvcessary in
yvoutpal equltemenrs. An evaluation soars would
‘he provided based on sk and ua sol assessients
vwith respect co the- acceptably of the candiaare
FCATD in Sullling specific learning ob etves
The proposed guielines would be ws for yu
ing @ PCATD for taining onts, and mat for prof
PEATD quilifcadon guidelines can be categorized
secerdicg uo whether they apply to the simulation
tidetiy of the Waning doviee ox ta muraging tke
insmustianal envizouneat (@.g., skewing he abiley
to paure the system during simolation nf a ane
er}. {a adlion, the gpistines can he calegovized
according to whether they relate (© overy tisk w be
waned, o€ oly 10 specie lasks or tase sets. An
example of a guideline that wold apaly across stl
tepks would be a seyplgcmont thar the iasleament
Ieyene of the waning device sorrspnd ww al of
common ensining sitvintt, Thi guideline would
hald eve regan De task being trained,
asic Premises
Que eomceqtaal approach for doveluping RCATD
‘aficuiun guidetines cemers around tres prem
ises, The is: premise is that guideline davefapment
should he driven by a detailed analysis of the spe-
cific earnnge abjotives 10 be accomplished usc
Hx device can support the learning that
J expocted © occur am a specified task element,
then tht is 2 sufficient terion “0 quality de d=
vise for the caining of dat task elms. Another
‘wef af stating this croup ie in terms of transfer of
training. To be qualilied for vse as an aid in in
structing on a paricular Usk, a PCATD most pro-
vide some minimal level of Uansfer of trining for
thar ask,
ths dove
‘The second premise x har the development of
guidelines for 4 traning device should ako be
Aviven by dhe ubjactive of voiding producing fea
{if expecravions ithe Irainee went ws is ans
fered! us the aleplane; er, producing negative
cansioe of asin,
he Wicd promiss is tut guideZiae development
shoul be driven by the need 0 wake full advantage
af the median to be used for Laing; teat i, the
‘erannal computer, PCS presen unique opportuni
bes fir enhancing die Ieemning eavirowent for
aviation tranie.
Ie sumunry, the thee premises tor developing
PEATD qualicaron guidelines are 1} provide +
swinimal level uf positive transfer uf scaling fat
the PEATD to the sgplane; 2} avoid eeyative trans
fer; Le., establishing false expectations; ad 3) tke
advange of the Wining detivery: medius, the
‘compuner. Hach premise is decried im mre deel,
pele.
Promoting Positive Transfer
Posrve training transfer ig nor an allsr-wothing
jhesonienon. Every coax sill i composed af a
number of component skills. Those component
sells ema concise nf 4 nunor movement, perception.
zeivieval of information feu memoey, or process
ing information, Waen endeavoring 10 master a
‘complex skill, ic mporlane to aote tar skill c=
uision, inelosing the acquisition of comple psy
liowolot —skils, cours in discrete slages
(Anderson, 1982, 1987; us. 1962; Rasmussen,
1986), AU of tess roscarchers propose Ines stages
te skill aeguisidon, Those stages proceed frum 1)
the understanding of cask objectives, cask parame-
ters, and amy proceduces involved, ehrough 2) the
esablishmens of wreck yauerns of behavior, and
Tinally 3) tthe point ac which the ask becomes
langely eulomuzis, Learning at fter stuges i de,
pendent on learning at eatlicr stages
Given the existence of skill acquisition stages. Ge
jest rujoe concept, frst expressed at least 40 years
