BY DOUGLAS RENNER
This experiment was looking for possible benefits of computer simulated pre-flight training flights for imparting navigational information to pilots. Traditional preflight briefings included a procedure known as pilotage which consists of repeatedly drawing and studying flight paths on aeronautical charts. It was believed that simulated flights would impart a higher level of survey knowledge of the geographic region. Survey knowledge consists of a three dimensional map-like representation of the terrain, which allows the subject to provide directions, distances, and even reconstruct a map if needed. For pilots, the major benefit of survey knowledge lies in the fact that it allows them to find alternate routes and determine their position when lost.
The findings of this study indicate that passively or actively participating in a preflight simulation yielded a significantly higher level of survey knowledge than pilotage. Active participation was found to be much more effective than passive participation for prevention of geographic disorientation. It was also found that knowledge gained through the simulation became less beneficial as the pilots workload increased. Survey knowledge gained through pilotage was least affected by increased workload. The authors interpreted this result as an indication that studying a chart or map requires more work on the pilots part, and consequently more visualization and imagery in order to internalize the survey data. This increased effort to create a cognitive map of the target area results in a better recall of landmarks and a better overall ability to generate alternate routes and estimate distances.
There was some indication that the use of an active simulation in addition to pilotage may provide an even stronger survey than pilotage alone; but, these results were not conclusive and more data is required.
REFERENCE
Williams, T. P., Hutchinson, S., and Wickens, C. D. (1996) Comparison of Methods for Promoting Geographic Knowledge in Simulated Aircraft Navigation. Human Factors. 39, 51-64.