Pub Date : 2021-03-01DOI: 10.1080/24721840.2021.1883432
S. Winter, Jing Yu Pan, Dothang Truong, Tracy L. Lamb
ABSTRACT Objective: The purpose of the current study was to examine the factors that significantly influence a passenger’s willingness to watch the pre-flight safety briefing. Background: The pre-flight safety briefing is a required presentation that must be administered to all passengers before conducting a flight. This briefing is most commonly delivered via a live demonstration by flight attendants or through the aircraft’s in-flight entertainment system, such as a seatback video. Method: Using a sample of 876 participants from the United States, we examined the influence of familiarity, anticipatory flight anxiety, conscientiousness, agreeableness, and frequency of flying on willingness to watch the pre-flight safety briefing. The study used a quantitative correlational design with structural equation modeling techniques for data analysis. Results: The results supported 5 of the 7 hypotheses. High levels of flight anxiety resulted in less willingness to watch the pre-flight safety briefing. Significant positive relationships were found between familiarity, conscientiousness, agreeableness on the willingness to watch. A strong relationship between willingness to watch and stated actual watching also was found. Conclusions: The study’s findings provide insight into what factors influence a passenger’s willingness to watch and examine the role personality factors have on willingness. As a result of this study, insights are gained into possible ways to increase passengers’ willingness to watch the pre-flight safety briefing and their consumption of this vital safety information.
{"title":"Willingness to Watch the Pre-Flight Safety Briefing: A Structural Model","authors":"S. Winter, Jing Yu Pan, Dothang Truong, Tracy L. Lamb","doi":"10.1080/24721840.2021.1883432","DOIUrl":"https://doi.org/10.1080/24721840.2021.1883432","url":null,"abstract":"ABSTRACT Objective: The purpose of the current study was to examine the factors that significantly influence a passenger’s willingness to watch the pre-flight safety briefing. Background: The pre-flight safety briefing is a required presentation that must be administered to all passengers before conducting a flight. This briefing is most commonly delivered via a live demonstration by flight attendants or through the aircraft’s in-flight entertainment system, such as a seatback video. Method: Using a sample of 876 participants from the United States, we examined the influence of familiarity, anticipatory flight anxiety, conscientiousness, agreeableness, and frequency of flying on willingness to watch the pre-flight safety briefing. The study used a quantitative correlational design with structural equation modeling techniques for data analysis. Results: The results supported 5 of the 7 hypotheses. High levels of flight anxiety resulted in less willingness to watch the pre-flight safety briefing. Significant positive relationships were found between familiarity, conscientiousness, agreeableness on the willingness to watch. A strong relationship between willingness to watch and stated actual watching also was found. Conclusions: The study’s findings provide insight into what factors influence a passenger’s willingness to watch and examine the role personality factors have on willingness. As a result of this study, insights are gained into possible ways to increase passengers’ willingness to watch the pre-flight safety briefing and their consumption of this vital safety information.","PeriodicalId":41693,"journal":{"name":"International Journal of Aerospace Psychology","volume":"31 1","pages":"230 - 251"},"PeriodicalIF":1.3,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/24721840.2021.1883432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48361867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-19DOI: 10.1080/24721840.2021.1881403
Kristoffer B. Borgen, T. Ropp, W. Weldon
ABSTRACT Objective: This study compared learning and skill transfer among university aviation students using interactive Augmented Reality (AR) technology versus traditional paper-based instruction. While similar AR use and research in university education exists, this study piloted a comparative method assessing knowledge retention and transfer. Background: AR technology is a popular tool used in technical education. But learner behaviors observed like game play and exploration during this study could impact future learning strategy design as AR use increases. Method: 36 university undergraduate students enrolled in a university aeronautical engineering technology program were divided into AR and paper-based groups and compared on first-time task execution times for starting an aircraft auxiliary power unit (APU). A two-sample Kolmogorov-Smirnov test comparing times for task completion was used. Results: Learner task times using AR were consistently faster, replicating similar AR studies, compared to learners using paper-based. However, AR test subjects also took longer interacting with the technology, including gaming-style “play” and exploration of the digital twin AR flight deck environment. This is believed to enhance learner innovation, knowledge retention and transfer, warranting further study. Conclusion: AR users had significantly reduced task execution times. Pre-task “gamification and play” were also observed among the AR users, which could impact how educators and the industry assess and leverage learning strategies when using AR for job task training.
{"title":"Assessment of Augmented Reality Technology’s Impact on Speed of Learning and Task Performance in Aeronautical Engineering Technology Education","authors":"Kristoffer B. Borgen, T. Ropp, W. Weldon","doi":"10.1080/24721840.2021.1881403","DOIUrl":"https://doi.org/10.1080/24721840.2021.1881403","url":null,"abstract":"ABSTRACT Objective: This study compared learning and skill transfer among university aviation students using interactive Augmented Reality (AR) technology versus traditional paper-based instruction. While similar AR use and research in university education exists, this study piloted a comparative method assessing knowledge retention and transfer. Background: AR technology is a popular tool used in technical education. But learner behaviors observed like game play and exploration during this study could impact future learning strategy design as AR use increases. Method: 36 university undergraduate students enrolled in a university aeronautical engineering technology program were divided into AR and paper-based groups and compared on first-time task execution times for starting an aircraft auxiliary power unit (APU). A two-sample Kolmogorov-Smirnov test comparing times for task completion was used. Results: Learner task times using AR were consistently faster, replicating similar AR studies, compared to learners using paper-based. However, AR test subjects also took longer interacting with the technology, including gaming-style “play” and exploration of the digital twin AR flight deck environment. This is believed to enhance learner innovation, knowledge retention and transfer, warranting further study. Conclusion: AR users had significantly reduced task execution times. Pre-task “gamification and play” were also observed among the AR users, which could impact how educators and the industry assess and leverage learning strategies when using AR for job task training.","PeriodicalId":41693,"journal":{"name":"International Journal of Aerospace Psychology","volume":"31 1","pages":"219 - 229"},"PeriodicalIF":1.3,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/24721840.2021.1881403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47830757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-05DOI: 10.1080/24721840.2020.1869553
A. Ehlert, P. Wilson
ABSTRACT Objective: To synthesize the observational data on stimulant use in civilian and military aviation. Background: Pilot fatigue is a major safety concern and effective countermeasures are crucial for sustaining flight performance. Stimulants are not recommended for routine use but can help sustain alertness and flight performance when the risk of fatigue is high. However, they may also elicit side effects. It is important to fully understand the contexts in which stimulants are used, including factors that contribute to their use and how aviators perceive them. Methods: A systematic literature search was conducted to identify observational studies on stimulant use specific to aviation tasks. Results: Caffeine was frequently used in civilian aviation, though prevalence of use and perceptions about efficacy depend on task demands and individual caffeine responses. Stimulant use in military aviation was dependent on several operational factors, including the duration and timing of operations, recent hypnotic medication use, and whether other fatigue countermeasures could be utilized. Military aviators generally viewed stimulants as beneficial and side effects were sparse and mild-moderate with a few exceptions. Notably, most studies identified were published over 10 years ago. Conclusion: Stimulant use is relatively common in aviation and many (but not all) aviators perceive them as beneficial, though more studies should be conducted in the modern aviation environment. Major side effects were rare, with a few exceptions.
{"title":"A Systematic Review of Stimulant Use in Civilian and Military Aviation","authors":"A. Ehlert, P. Wilson","doi":"10.1080/24721840.2020.1869553","DOIUrl":"https://doi.org/10.1080/24721840.2020.1869553","url":null,"abstract":"ABSTRACT Objective: To synthesize the observational data on stimulant use in civilian and military aviation. Background: Pilot fatigue is a major safety concern and effective countermeasures are crucial for sustaining flight performance. Stimulants are not recommended for routine use but can help sustain alertness and flight performance when the risk of fatigue is high. However, they may also elicit side effects. It is important to fully understand the contexts in which stimulants are used, including factors that contribute to their use and how aviators perceive them. Methods: A systematic literature search was conducted to identify observational studies on stimulant use specific to aviation tasks. Results: Caffeine was frequently used in civilian aviation, though prevalence of use and perceptions about efficacy depend on task demands and individual caffeine responses. Stimulant use in military aviation was dependent on several operational factors, including the duration and timing of operations, recent hypnotic medication use, and whether other fatigue countermeasures could be utilized. Military aviators generally viewed stimulants as beneficial and side effects were sparse and mild-moderate with a few exceptions. Notably, most studies identified were published over 10 years ago. Conclusion: Stimulant use is relatively common in aviation and many (but not all) aviators perceive them as beneficial, though more studies should be conducted in the modern aviation environment. Major side effects were rare, with a few exceptions.","PeriodicalId":41693,"journal":{"name":"International Journal of Aerospace Psychology","volume":"31 1","pages":"198 - 218"},"PeriodicalIF":1.3,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/24721840.2020.1869553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42485992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-22DOI: 10.1080/24721840.2020.1865819
F. Mendonca, Julius Keller, Erik Levin, Aaron Teo
ABSTRACT Objective: The purpose of this study was fivefold: to investigate the symptoms that would prompt collegiate aviation pilots perceive they are fatigued; to investigate the time of the day they are most fatigued; to investigate their academic and personal schedules; to investigate the methods collegiate aviation pilots utilize to ensure they are fit to fly; and to investigate whether they have received any academic and/or flight fatigue identification and management training. Background: Fatigue is a pervasive safety hazard in aviation affecting several aspects of flight crew members’ ability to perform their job. Fatigue in aviation and its consequences has been researched across military and commercial operations, but until now Part 141 collegiate aviation pilots have been neglected. Method: Data were collected using an online survey questionnaire self-report questionnaire (N = 122) consisting of items investigating fatigue identification and management by Part 141 collegiate aviation pilots. Results: Sixty percent of the participants usually experience the mental and physical symptoms of fatigue during flight activities. A finding of concern was that 43% of the participants indicated they had not received any training in fatigue identification and management during ground and flight activities. Conclusion: The safety management of fatigue in a Part 141 collegiate aviation environment is a safety issue that warrants further research, and training and education.
{"title":"Understanding Fatigue within a Collegiate Aviation Program","authors":"F. Mendonca, Julius Keller, Erik Levin, Aaron Teo","doi":"10.1080/24721840.2020.1865819","DOIUrl":"https://doi.org/10.1080/24721840.2020.1865819","url":null,"abstract":"ABSTRACT Objective: The purpose of this study was fivefold: to investigate the symptoms that would prompt collegiate aviation pilots perceive they are fatigued; to investigate the time of the day they are most fatigued; to investigate their academic and personal schedules; to investigate the methods collegiate aviation pilots utilize to ensure they are fit to fly; and to investigate whether they have received any academic and/or flight fatigue identification and management training. Background: Fatigue is a pervasive safety hazard in aviation affecting several aspects of flight crew members’ ability to perform their job. Fatigue in aviation and its consequences has been researched across military and commercial operations, but until now Part 141 collegiate aviation pilots have been neglected. Method: Data were collected using an online survey questionnaire self-report questionnaire (N = 122) consisting of items investigating fatigue identification and management by Part 141 collegiate aviation pilots. Results: Sixty percent of the participants usually experience the mental and physical symptoms of fatigue during flight activities. A finding of concern was that 43% of the participants indicated they had not received any training in fatigue identification and management during ground and flight activities. Conclusion: The safety management of fatigue in a Part 141 collegiate aviation environment is a safety issue that warrants further research, and training and education.","PeriodicalId":41693,"journal":{"name":"International Journal of Aerospace Psychology","volume":"31 1","pages":"181 - 197"},"PeriodicalIF":1.3,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/24721840.2020.1865819","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46903130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-14DOI: 10.1080/24721840.2020.1858714
J. Cahill, P. Cullen, S. Anwer, Simon Wilson, K. Gaynor
ABSTRACT Objective: The objective of this study is to investigate the relationship between sources of work-related stress (WRS) for pilots, effects on wellbeing, and coping mechanisms. Background: Recent studies have measured depression levels in pilots but not the relationship between depression levels and coping strategies. Methods: An anonymous web-based survey was conducted with commercial pilots. A regression model was advanced to analyze the relationship between each frequency level of each coping strategy and PHQ-9 Scores, and the Odds ratio was interpreted. Results: Sources of WRS impact on the physical, social, and psychological health of pilots. Not all pilots are suffering. Over half met threshold for mild depression. Nearly 60% are using coping mechanisms to manage WRS and its impact on wellbeing. Pilots using coping mechanisms such as sleep management, taking physical exercise, and diet management were found to have lower depression severity levels. The findings of this study underscore the need to advance new tools to enable pilot self-management of their health and wellbeing. This includes new training tools, enhanced checklists, and new digital tools to support wellbeing awareness, stress coping, and risk identification both inside and outside the cockpit. Conclusions: Airlines and pilots need the right tools to safeguard the wellbeing and mental fitness of pilots and ensure flight safety. Pilots, airlines, and aviation regulators can learn from the existing use of coping strategies by pilots.
{"title":"Pilot Work Related Stress (WRS), Effects on Wellbeing and Mental Health, and Coping Methods","authors":"J. Cahill, P. Cullen, S. Anwer, Simon Wilson, K. Gaynor","doi":"10.1080/24721840.2020.1858714","DOIUrl":"https://doi.org/10.1080/24721840.2020.1858714","url":null,"abstract":"ABSTRACT Objective: The objective of this study is to investigate the relationship between sources of work-related stress (WRS) for pilots, effects on wellbeing, and coping mechanisms. Background: Recent studies have measured depression levels in pilots but not the relationship between depression levels and coping strategies. Methods: An anonymous web-based survey was conducted with commercial pilots. A regression model was advanced to analyze the relationship between each frequency level of each coping strategy and PHQ-9 Scores, and the Odds ratio was interpreted. Results: Sources of WRS impact on the physical, social, and psychological health of pilots. Not all pilots are suffering. Over half met threshold for mild depression. Nearly 60% are using coping mechanisms to manage WRS and its impact on wellbeing. Pilots using coping mechanisms such as sleep management, taking physical exercise, and diet management were found to have lower depression severity levels. The findings of this study underscore the need to advance new tools to enable pilot self-management of their health and wellbeing. This includes new training tools, enhanced checklists, and new digital tools to support wellbeing awareness, stress coping, and risk identification both inside and outside the cockpit. Conclusions: Airlines and pilots need the right tools to safeguard the wellbeing and mental fitness of pilots and ensure flight safety. Pilots, airlines, and aviation regulators can learn from the existing use of coping strategies by pilots.","PeriodicalId":41693,"journal":{"name":"International Journal of Aerospace Psychology","volume":"31 1","pages":"87 - 109"},"PeriodicalIF":1.3,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/24721840.2020.1858714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42802665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-30DOI: 10.1080/24721840.2020.1847650
T. Chui, B. Molesworth, M. Bromfield
ABSTRACT Objective: The present research investigated the relationship and the efficacy of two different modalities in which feedback is provided, namely “visual” and “auditory” on student pilot learning. Background: Pilot training has remained relatively unchanged for over thirty years. The syllabi for flight training contains little information about specific educational techniques or instructions that may assist the flight instructor in his/her role. Matching the learning style of the student, to that of the teaching style of the educator/instructor has the potential to improve learning outcomes. Method: Eighteen trainee pilots were divided into either visual or auditory learners based on the VARK learning styles model and asked to complete three test flights involving a left-hand circuit using a flight simulator. After each flight, pilots received feedback (control – no feedback, visual, auditory) about a different aspect of their flight performance (actual compared to target). Results: The results revealed when the modality in which the feedback was provided matched the preferred learning style of the pilot, improvements in performance resulted. When there was a mismatch between the two, adverse effects were evident for auditory learners only. Conclusion: From a theoretical perspective, the results provide clear evidence of the link between learning and teaching styles. From an applied perspective, these results highlight the potential benefits of aligning teaching and learning styles in flight training.
{"title":"Feedback and Student Learning: Matching Learning and Teaching Style to Improve Student Pilot Performance","authors":"T. Chui, B. Molesworth, M. Bromfield","doi":"10.1080/24721840.2020.1847650","DOIUrl":"https://doi.org/10.1080/24721840.2020.1847650","url":null,"abstract":"ABSTRACT Objective: The present research investigated the relationship and the efficacy of two different modalities in which feedback is provided, namely “visual” and “auditory” on student pilot learning. Background: Pilot training has remained relatively unchanged for over thirty years. The syllabi for flight training contains little information about specific educational techniques or instructions that may assist the flight instructor in his/her role. Matching the learning style of the student, to that of the teaching style of the educator/instructor has the potential to improve learning outcomes. Method: Eighteen trainee pilots were divided into either visual or auditory learners based on the VARK learning styles model and asked to complete three test flights involving a left-hand circuit using a flight simulator. After each flight, pilots received feedback (control – no feedback, visual, auditory) about a different aspect of their flight performance (actual compared to target). Results: The results revealed when the modality in which the feedback was provided matched the preferred learning style of the pilot, improvements in performance resulted. When there was a mismatch between the two, adverse effects were evident for auditory learners only. Conclusion: From a theoretical perspective, the results provide clear evidence of the link between learning and teaching styles. From an applied perspective, these results highlight the potential benefits of aligning teaching and learning styles in flight training.","PeriodicalId":41693,"journal":{"name":"International Journal of Aerospace Psychology","volume":"31 1","pages":"71 - 86"},"PeriodicalIF":1.3,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/24721840.2020.1847650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42995998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-17DOI: 10.1080/24721840.2020.1844568
Di Wu, Pengbo Xu, Na Liu, Chenxi Li, He Huang, Wei Xiao
ABSTRACT Objective: This study aimed to evaluate vision improvement in hypoxia following normoxic perceptual learning. Background: Visual functions are important for flight safety. However, the potential of perceptual learning to compensate for hypoxic vision damage is unclear. Method: Seven observers enrolled in this study and were exposed to a hypoxic (11.5% O2) and a mesopic (3 cd/m2) environment. Visual acuity (VA) and contrast sensitivity function (CSF) were evaluated in normoxia and hypoxia before and after the 8 daily training sessions. All observers trained in a monocular sine-wave grating detection task near their individual cutoff spatial frequencies while breathing normoxic gas. Results: The contrast sensitivity (CS) at the trained spatial frequency, the area under the log CSF (AULCSF) and VA decreased in a hypoxic environment. Additionally, all visual performances (i.e., CS, AULCSF and VA), regardless of whether they were measured in the normoxic or hypoxic condition, improved following normoxic perceptual learning. The degree of visual improvement did not differ between normoxia and hypoxia, indicating that visual improvement is completely transferable from normoxia to hypoxia. Conclusions: Preliminary evidence suggests that visual improvement remains even under environmental changes, and perceptual learning may be a noninvasive way to compensate for vision decreases in hypoxia.
{"title":"Visual Improvements after Perceptual Learning Transfer from Normoxia to Hypoxia","authors":"Di Wu, Pengbo Xu, Na Liu, Chenxi Li, He Huang, Wei Xiao","doi":"10.1080/24721840.2020.1844568","DOIUrl":"https://doi.org/10.1080/24721840.2020.1844568","url":null,"abstract":"ABSTRACT Objective: This study aimed to evaluate vision improvement in hypoxia following normoxic perceptual learning. Background: Visual functions are important for flight safety. However, the potential of perceptual learning to compensate for hypoxic vision damage is unclear. Method: Seven observers enrolled in this study and were exposed to a hypoxic (11.5% O2) and a mesopic (3 cd/m2) environment. Visual acuity (VA) and contrast sensitivity function (CSF) were evaluated in normoxia and hypoxia before and after the 8 daily training sessions. All observers trained in a monocular sine-wave grating detection task near their individual cutoff spatial frequencies while breathing normoxic gas. Results: The contrast sensitivity (CS) at the trained spatial frequency, the area under the log CSF (AULCSF) and VA decreased in a hypoxic environment. Additionally, all visual performances (i.e., CS, AULCSF and VA), regardless of whether they were measured in the normoxic or hypoxic condition, improved following normoxic perceptual learning. The degree of visual improvement did not differ between normoxia and hypoxia, indicating that visual improvement is completely transferable from normoxia to hypoxia. Conclusions: Preliminary evidence suggests that visual improvement remains even under environmental changes, and perceptual learning may be a noninvasive way to compensate for vision decreases in hypoxia.","PeriodicalId":41693,"journal":{"name":"International Journal of Aerospace Psychology","volume":"31 1","pages":"1 - 16"},"PeriodicalIF":1.3,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/24721840.2020.1844568","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48262527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-05DOI: 10.1080/24721840.2020.1841564
Toni Vallès-Català, A. Pedret, D. Ribes, David Medina, M. Traveria
ABSTRACT Objective To study how stress affects the performance of student pilots under highly demanding conditions, during flight simulator sessions. Background Pilots usually suffer stress under highly demanding conditions. This can affect performance to such an extent that the human factor is the main cause of aviation accidents. Stress has not been studied recently in student pilots. Method We used a wristband to record in real-time the Electrodermal Activity (EDA, a reliable indicator of stress) of student pilots during several flight simulator sessions. Experienced flight instructors graded their performance during these flights. The sessions were split into different tasks to focus only on performance and EDA in Highly Demanding Tasks (HDTs). Results We found that students have higher EDA when correctly performing an HDT. Furthermore, we observed low EDA in students who perform well on the session as a whole but perform poorly on one particular HDT. Conclusion The study indicates that high levels of stress are related to high performance at high levels of demand. We also observe that students (although they may perform well on the session as a whole) poorly performed a highly demanding task, during which they showed low levels of stress. We suggest that this could be due to fatigue, a lack of motivation, level of skills, or even overconfidence, all of which are variables that should be assessed in future work.
{"title":"Effects of Stress on Performance during Highly Demanding Tasks in Student Pilots","authors":"Toni Vallès-Català, A. Pedret, D. Ribes, David Medina, M. Traveria","doi":"10.1080/24721840.2020.1841564","DOIUrl":"https://doi.org/10.1080/24721840.2020.1841564","url":null,"abstract":"ABSTRACT Objective To study how stress affects the performance of student pilots under highly demanding conditions, during flight simulator sessions. Background Pilots usually suffer stress under highly demanding conditions. This can affect performance to such an extent that the human factor is the main cause of aviation accidents. Stress has not been studied recently in student pilots. Method We used a wristband to record in real-time the Electrodermal Activity (EDA, a reliable indicator of stress) of student pilots during several flight simulator sessions. Experienced flight instructors graded their performance during these flights. The sessions were split into different tasks to focus only on performance and EDA in Highly Demanding Tasks (HDTs). Results We found that students have higher EDA when correctly performing an HDT. Furthermore, we observed low EDA in students who perform well on the session as a whole but perform poorly on one particular HDT. Conclusion The study indicates that high levels of stress are related to high performance at high levels of demand. We also observe that students (although they may perform well on the session as a whole) poorly performed a highly demanding task, during which they showed low levels of stress. We suggest that this could be due to fatigue, a lack of motivation, level of skills, or even overconfidence, all of which are variables that should be assessed in future work.","PeriodicalId":41693,"journal":{"name":"International Journal of Aerospace Psychology","volume":"31 1","pages":"43 - 55"},"PeriodicalIF":1.3,"publicationDate":"2020-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/24721840.2020.1841564","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48207719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-05DOI: 10.1080/24721840.2020.1841563
Michael C. Elsenrath
ABSTRACT Objective: This experimental study assessed the effects of an Apple iPad (Apple and iPad are trademarks of Apple Inc., registered in the U.S. and other countries) grading instrument on airline evaluator performance. Background: Extant research exploring the effects of grading formats on evaluator performance focused on pen and paper modalities. This research investigated how a contemporary iPad-based grading format affected airline evaluator performance. Method: Forty-five evaluators from a major U.S. airline graded a Boeing 767 (Boeing is a wordmark of The Boeing Company, registered in the U.S. and other countries) flight crew experiencing an engine failure during takeoff. Three grading formats were used: pen and paper, a paper-based equivalent of the iPad grading format designed to replicate the function of the iPad, and the iPad. The effects of the grading formats were measured using the following dependent variables: recorded technical criteria, recorded non-technical criteria, and correlation and inter-rater agreement with a referent score. Results: Members of the iPad paper-based equivalent and iPad groups recorded significantly more technical and non-technical criteria compared to participants using pen and paper (p < .001). Members of the iPad paper-based equivalent and iPad groups had significantly higher correlation (p = .01) and inter-rater agreement levels (p < .01) compared to participants using pen and paper. Conclusion: The results of the study failed to support the iPad as a superior grading format. Research outcomes suggested structured grading may be a more important factor in predicting airline evaluator performance than the type of grading format used.
{"title":"The Effects of Tablet-Based Electronic Grading on Airline Evaluator Performance","authors":"Michael C. Elsenrath","doi":"10.1080/24721840.2020.1841563","DOIUrl":"https://doi.org/10.1080/24721840.2020.1841563","url":null,"abstract":"ABSTRACT Objective: This experimental study assessed the effects of an Apple iPad (Apple and iPad are trademarks of Apple Inc., registered in the U.S. and other countries) grading instrument on airline evaluator performance. Background: Extant research exploring the effects of grading formats on evaluator performance focused on pen and paper modalities. This research investigated how a contemporary iPad-based grading format affected airline evaluator performance. Method: Forty-five evaluators from a major U.S. airline graded a Boeing 767 (Boeing is a wordmark of The Boeing Company, registered in the U.S. and other countries) flight crew experiencing an engine failure during takeoff. Three grading formats were used: pen and paper, a paper-based equivalent of the iPad grading format designed to replicate the function of the iPad, and the iPad. The effects of the grading formats were measured using the following dependent variables: recorded technical criteria, recorded non-technical criteria, and correlation and inter-rater agreement with a referent score. Results: Members of the iPad paper-based equivalent and iPad groups recorded significantly more technical and non-technical criteria compared to participants using pen and paper (p < .001). Members of the iPad paper-based equivalent and iPad groups had significantly higher correlation (p = .01) and inter-rater agreement levels (p < .01) compared to participants using pen and paper. Conclusion: The results of the study failed to support the iPad as a superior grading format. Research outcomes suggested structured grading may be a more important factor in predicting airline evaluator performance than the type of grading format used.","PeriodicalId":41693,"journal":{"name":"International Journal of Aerospace Psychology","volume":"31 1","pages":"25 - 42"},"PeriodicalIF":1.3,"publicationDate":"2020-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/24721840.2020.1841563","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49215260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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