innovating maritime training simulators using virtual … · 13m nok 2017-2021 innovating maritime...
TRANSCRIPT
INNOVATING MARITIME TRAINING
SIMULATORS USING VIRTUAL AND
AUGMENTED REALITY
SALMAN NAZIRAssociate Professor
Department of Maritime Operations
Head of Training and Assessment
Research Group (TARG)
AUTONOMYTRAINING ASSESSMENT HUMAN ELEMENTS
MARITIME TEAMWORK
HUMAN ERROR
SAFETY
HUMAN MACHINE
INTERACTION
MARITIME INDICATORS
OPERATOR ASSESSMENT
ASSESSMENT METHODS
SIMULATOR TRAINING
MARITIME EDUCATION
RESOURCE MANAGEMENT
ACCIDENT ANALYSIS
SAFETY TRAINING
SAFETY MANAGEMENT
UNDERSTANDING
FORECASTING
IMPLICATIONS
Assessmen
t
Trainin
g
Human
Elements
Safety Autonom
y
WHAT DO WE DO?
PhD Fellows
AMIT SHARMA JØRGEN ERNSTSEN SATHIYA RENGANAYAGALU
Computer Assisted
Collaborative Learning (CACL):
An interventions for maritime
education and training
Increasing percision and
objectivity in the performance
assessment of operations in
complex sociotechnical
systems
Virtual and Augmented
Reality in Maritime Training
and Assessment
InnoTraining Project
HUMAN FACTOR IN
AUTONOMOUS SYSTEMS
PROJECTS
13M NOK2017-2021 Innovating maritime training simulators using Virtual and Augmented Reality
InnoTraining
InnoTraining
30M NOK2018-2023 Autonomous Systems within Transport and Industrial Processes
AUTOSTRIP
Increased value creation in the industry by utilizing autonomy in the society
IAMUINTERNATIONAL ASSOCIATION OF MARITIME UNIVERSITIES
60,000 USD
November 2018 October 2019
USNJADE
University ofApplied Science
AMCUTAS
Norway
Germany
Australia
Investigating Seafarer Training Needs for Operating Autonomous Ships
Focus Participants Deliverables
• Hardware Reliability and Cyber Security
• Skill sets, Competence and Knowledge
• Legal Implications
• Organizational and Job Design Issues
• Guidance for Companies
• Set of Enablers for AutonomousShipping
• Business Case, Roadmap for Moving Forward
• Higher Education for Future of Maritime and Maritime Job Design
• An Edited Book
12M NOKApril 2018 May 2021
Human Maritime Autonomy Enable
HUMANE
ENHANCING HUMAN PERFORMANCE IN COMPLEX SOCIO-
TECHNICAL SYSTEMS: DEVELOPING AND IMPLEMENTING
NEW TRAINING AND ASSESSMENT SOLUTIONS FOR
IMPROVED SAFETY
ENHANCE
10
Partners
United Kingdom
Liverpool John Moores
University
Italy
Politecnico Di Milano
Norway
University of Southeastern Norway
Kongsberg Digital AS
Kongsberg Maritime AS
China
Wuhan University of
Technology
Pakistan
National University of Science &
Technology
Germany
RUHR Universitet Bochum
RWE Power AG
Malaysia
Institute of Technology
PETRONAS SDN BHD
€1,099,400
Scientific outcomes
Maritime simulator-based
training
Relevance of the Study
➢ European Nautical Bachelor Educations
➢ Prepare Future Bridge Officers
➢ Identical to Reality
➢ Full Mission Simulator Training Simulator Training
Standards for Training, Certification and Watchkeeping
International Maritime Organisation
Research Question
INTERPRETATION
DEVIATION
Literature Review
➢ Transfer of Knowledge
➢ Training Design
➢ Transfer of Training
➢ Simulator-Based Training
➢ Performance Indicators
KEYWORDS
Handbook of Simulator-Based Training(Farmer, van Rooij, Riemersma, Jorna, & Moraal, 1999)
&
Transfer of Training(Baldwin & Ford, 1988)
Methodology
PERFORMANCE INDICATORS
➢ Identical Elements
➢ Feedback
➢ Training Time
➢ Training Needs Analysis
➢ Teaching of General Principles
➢ Assessment
➢ Students Needs
➢ Instructors Qualifications
QUALITATIVE RESEARCH STUDY
HERMENEUTIC PHENOMENOLOGY
SEMI-STRUCTURED INTERVIEWS
Informants
➢ Simulator Instructors
➢ Nautical Bachelor Institutions
➢ STCW ”White List”
➢ Approx. 30 Students / Class
8 KEY INFORMANTS
6 EUROPEAN
COUNTRIES
Institution Informants Interviews
2 3 Personal
2 3 Skype
2 2 Phone
Findings
PHENOMENOLOGICAL CASES
VARIATIONS
SIMILARITIES
➢Nr of Students/Bridge
2 - 8
➢Sequencing
➢Training Objectives
Summary Table of Findings Main Codings Sub Codings Case 1 Case 2 Case 3 Case 4 Case 5 Case 6
Identical elements Nr of bridges 5 5 2 4 3 1
Nr of students / bridge 3 2 2-3 8 3 5
Nr of instructors / session 2 1 2 4 1 1
Training Time Duration of sailing / session 4 Hours 4 Hours 1:15 – 6:15
Hours*
4 Hours 6-8 Hours* 4 Hours
Teaching of general
principles
Introducing full mission training 3rd Semester 7th Semester 7th Semester 6th Semester 8th Semester 6th Semester
Students needs Group dividing No Yes No No Yes No
Sequencing Yes Yes Yes Yes Yes Yes
Feedback Briefing Yes Yes No Yes No Yes
Debriefing Yes Yes Yes Yes No Yes
Training needs analysis Training program development No No Yes Yes Yes No
Training objectives Yes Yes Yes Yes Yes Yes
Assessment Assessment procedure Yes Yes Yes Yes Yes No
Instructors Qualifications Trainers skills ** License:
Captain
License:
Captain
Chief Officer
3rd Officer
Extra:
Pedagogy
Course
License:
Captain
2nd Officer
License:
Captain
Extra:
Simulator
Certificate
License:
Chief Officer
Extra:
Teacher
Education
License:
Captain
Chief Officer
Conclusion
Even though some of the simulator training
practices in Europe appear to be performed
similarly due to comparable proceedings, the
implementations of these proceedings can
create dissimilarities. The study could facilitate
to identify the opportunities and hurdles arising
out of the uniform implementation of IMO
regulations across countries.
© Salman Nazir, Industry-Science meetup at USN, Drammen 30th May 2018
Using emerging technologies
to innovate training and
performance assessment
(adapted from Milgram & Kishino, 1994)
InnoTraining – technology to be used
?
The First Empirical Experiments of InnoTraining!
What do we want to learn??
- Using VR for education…- “Sustainable" use!
- Let’s focus on the basics:- User Performance- User Motivation- User Experience- Simulator Sickness??
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The Experimental Task
• A searching task within a virtual environment• Find 10 statues hidden within a maze
• 2 conditions: • CG: Traditional Desktop Configuration
• EG: Virtual Reality Head-Mounted Display
• Timed scenarios
• 50 participants (Age: 28.9 yrs ± 10.6 yrs)• 25 per group
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Experimental Design
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• Intrinsic Motivation Questionnaire
• User Experience Questionnaire
• Simulator Sickness Questionnaire
• Physiological Measures
• Heart Rate
• Galvanic Skin Response
• Exit Interview
Exploring Skill Acquisition and Intrinsic Motivation in Head Mounted Virtual Reality Simulator Training
• Research Question:
• “What are the effects of HMD VR simulator training on task performance in skill acquisition and intrinsic motivation for learning, compared to traditional desktop simulator training?”
• Three hypotheses created, to aid investigation of the usability of HMD VR as a training tool:
• H1: There will be a higher level of performance in navigational searching tasks in HMD VR than in desktop.
• H2: The individual difference prior gaming experience will affect the task performance of the subjects.
• H3: The participant’s intrinsic motivation for learning will be higher in HMD VR than in desktop training.
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H2: Results Prior Gaming Experience
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35,2
23,424,423,9
18,3
12,1
23,2
13,4 13,410,000
15,000
20,000
25,000
30,000
35,000
40,000
Round 1 Round 2 Round 3
MEA
N P
ER
FO
RM
AN
CE S
CO
RE
Performance and experience level
Low Medium High
(Low = Never played before, Medium = Playing once a month or once every other month, High = Playing once a week or more)
- Significant correlation between experience level and performance
H3: Results Intrinsic Motivation
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0,000
1,000
2,000
3,000
4,000
5,000
6,000
Interest/Enjoyment Perceived competence Effort/Importance Value/Usefulness
SC
OR
E
SUBCATEGORY MEANS
Subcategory scores
Mean HMD VR Mean DT
Implications
• Results indicated outcome of training to be dependent on proficiency in the virtual system: Sufficient system familiarisation should be included in the training procedure, to obtain optimal results when utilizing HMD VR in maritime training.
• Motivation results indicated a positive effect of immersion on simulator training effectiveness: HMD VR may result in greater learning outcome because of increased user engagement.
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