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THE EFFECTS OF VIRTUAL REALITY TECHNOLOGY APPLICATION IN THE

AIRCRAFT PILOT TRAINING PROCESS
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In Partial Fulfilment of the

Requirements for the course of
English 4: Technical Writing

____________________________________________________________________

SUBMITTED BY:

Bacarrisas, John Sebastian A.

SUBMITTED TO:

Mrs. Danica Ysabel S. Jengania

INSTRUCTOR

MAY 2023

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 Table of Contents

Page

Title Page ------------------------------------------------------------------------------------------------- 1

Table of Contents --------------------------------------------------------------------------------------- 2

CHAPTER I ------------------------------------------------------------------------------------- 3

Introduction ----------------------------------------------------------------------------------------------- 3

Background of the Study ------------------------------------------------------------------------------ 4

Statement of the Problem ----------------------------------------------------------------------------- 5

Scope and Delimitation -------------------------------------------------------------------------------- 6

Significance of the Study ------------------------------------------------------------------------------ 7

Theoretical Framework -------------------------------------------------------------------------------- 8

Definition of Terms ------------------------------------------------------------------------------------- 9

CHAPTER II ------------------------------------------------------------------------------------ 11

Review of Related Literature --------------------------------------------------------------------- 11-13

CHAPTER III ----------------------------------------------------------------------------------- 13

Methodology ------------------------------------------------------------------------------------------ 13-14

References -------------------------------------------------------------------------------------------- 14-16

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 CHAPTER I

INTRODUCTION

Virtual Reality (VR) technology is rapidly gaining traction in various fields,

including aviation. In the aviation industry, the use of simulators has been a common

method for pilot training for many years. However, traditional simulator-based training

methods have limitations in terms of the level of immersion and engagement they

provide to trainees. VR technology offers a more immersive and engaging training

environment, which has the potential to improve the effectiveness of pilot training.

Interactivity is a crucial aspect of virtual reality technology. It can be

accomplished through three means: Firstly, physical interaction allows real-life objects

to be integrated into the virtual world through user devices. Secondly, agent interaction

involves users communicating with computers to assist them in completing tasks.

Lastly, virtual interaction takes place when user devices are within the virtual

environment, allowing users to experience direct contact with virtual objects.

Several studies have investigated the potential of VR technology in aviation

training, but there is still limited research on its effectiveness in pilot training. Therefore,

this research aims to contribute to the existing literature by investigating the effects of

VR technology in the pilot training process. Specifically, this research will examine the

impact of VR technology on pilot performance, skill acquisition, and transfer of training.

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BACKGROUND OF THE STUDY

In recent years, Virtual Reality (VR) technology has emerged as a promising tool

for training and education in various fields. One such field is aviation, where the

application of VR technology in pilot training has gained considerable attention. The use

of VR technology in pilot training can potentially enhance training outcomes by providing

a realistic and immersive training environment.

Previous research has shown that VR technology has the potential to improve

various aspects of aviation training, including spatial awareness, situational awareness,

decision-making, and emergency response. For instance, a study by Burki-Cohen et al.

(2021) found that VR-based training improved the situation awareness and decision-

making skills of military pilots. Another study by Chirico et al. (2021) reported that VR-

based training improved the spatial awareness and performance of novice pilots.

Despite the potential benefits of VR technology, it is important to note that the

technology also has limitations, including potential adverse effects such as motion

sickness and simulator sickness. To achieve this objective, a mixed-methods approach

will be employed, comprising both quantitative and qualitative data collection and

analysis methods. The quantitative data will be collected through pre-and post-training

assessments, while the qualitative data will be collected through interviews and

observations of pilot training sessions. The participants will be recruited from aviation

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training institutions, and the study will use a randomized control group design to

compare the effectiveness of VR-based training with traditional training methods.

The results of this study will have practical implications for aviation training

institutions and policy-makers. The findings will inform the development and

implementation of more effective and efficient training programs that incorporate VR

technology in the aviation industry. Moreover, the study will contribute to the literature

on the use of VR technology in training and education, particularly in the aviation field.

STATEMENT OF THE PROBLEM

The training of aircraft pilots is crucial for ensuring the safety and security of

passengers, crew, and aircraft. Traditional pilot training methods have limitations in

terms of cost, equipment, and safety concerns. Virtual reality (VR) technology has

emerged as a potential tool to enhance pilot training outcomes and overcome the

limitations of traditional training methods. However, there is limited research on the

effects of VR technology application in the aircraft pilot training process. Therefore, the

problem statement of this study is:

1. What are the specific effects of VR technology application in enhancing

pilot training outcomes such as knowledge retention, decision-making,

situational awareness, and skill acquisition, and how do these compare to

traditional training methods?

2. What is the impact of VR technology on pilot training costs, including the

reduction of training time, equipment costs, and maintenance costs, and

how does this compare to traditional training methods?

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 3. How acceptable is VR technology among pilots, instructors, and training

providers, and what factors influence the perception and adoption of this

technology in the pilot training process?

SCOPE AND DELIMITATION

The focus of this study is on investigating the effects of virtual reality technology

application in the aircraft pilot training process. Specifically, the study aims to explore

the effectiveness of VR technology in enhancing pilot training outcomes, the impact of

VR technology in on pilot training costs, and the acceptability of VR technology among

pilots, instructors, and training providers.

The study will be conducted on a sample of aircraft pilot trainees and instructors

who have undergone or provide VR technology-based pilot training. The sample will be

selected using a purposive sampling technique, and the study will be conducted in a

simulated training environment.

The study will not cover the following aspects:

1. The effects of other technology-based training methods on pilot training

outcomes.

2. The broader impact of VR technology on the aviation industry.

3. The ethical considerations of using VR technology in pilot training.

4. The impact of VR technology on the recruitment and selection process of

aircraft pilots.

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 The study will be limited to the investigation of the effects of VR technology

application in the aircraft pilot training process. The study will not attempt to provide a

comprehensive evaluation of the effectiveness of the entire pilot training program.

Additionally, the results of this study cannot be generalized to the entire aviation

industry due to the limited sample size and simulated training environment.

SIGNIFICANCE OF THE STUDY

The aviation industry is highly dependent on the skills and competency of aircraft

pilots. The training of these pilot is crucial for ensuring the safety and security of

passengers, crew, and aircraft. Over the years, the aviation industry has witnessed

significant changes in training techniques and technologies to enhance the competency

and performance of pilots. Virtual Reality (VR) technology is a relatively new tool that

has the potential to revolutionize the way aircraft pilots are trained

The current study aims to investigate the effects of VR technology application in

aircraft pilot training. The findings of this study are significant because they can provide

insights into the potential of VR technology to improve the pilot training process.

Specifically, the study will investigate the following:

1. The effectiveness of VR technology in enhancing pilot training outcomes,

such as knowledge retention, decision-making, situational awareness, and

skill acquisition.

2. The impact of VR technology on pilot training costs, including the

reduction of training time, equipment costs, and maintenance costs.

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 3. The acceptability of VR technology among pilots, instructors, and training

providers.

The results of this study will contribute to the development of more effective and

efficient pilot training programs. The findings can also inform aviation industry

stakeholders about the potential of VR technology to improve the safety and

performance of pilots, which can ultimately lead to a safer and more secure aviation

industry. Additionally, this study can provide insights into the potential of VR technology

to reduce training costs, which can have significant economic benefits for aviation

industry stakeholders.

THEORETICAL FRAMEWORK

The following theoretical frameworks will be used to guide this practical research.

1. Cognitive Load Theory (CLT): The CLT is a theory of learning that

suggests that learning is most effective when the cognitive load is

managed appropriately (Sweller, Ayres, & Kalyuga, 2011). In the context

of aircraft pilot training, the CLT can help to identify the cognitive load

imposed by virtual reality technology and determine whether it enhances

or hinders learning.

2. Technology Acceptance Model (TAM): The TAM is a widely used

framework for understanding how users adopt and use technology. It

suggests that users' acceptance and use of technology is determined by

perceived usefulness and perceived ease of use (Davis, 1989). In the

context of aircraft pilot training, the TAM can help to understand the extent

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 to which pilots accept and use virtual reality technology in their training

process.

3. Experiential Learning Theory (ELT): The ELT is a theory of learning that

emphasizes the importance of active engagement in the learning process.

It suggests that learning is most effective when learners are actively

engaged in the learning process and have the opportunity to reflect on

their experiences (Kolb, 1984). In the context of aircraft pilot training, the

ELT can help to assess the extent to which virtual reality technology

provides opportunities for active learning and reflection.

4. Human Performance and Limitations (HPL): The HPL framework provides

a comprehensive understanding of the factors that influence human

performance and limitations in complex tasks such as piloting an aircraft

(Wickens et al., 2015). In the context of aircraft pilot training, the HPL

framework can help to identify the potential benefits and limitations of

virtual reality technology in enhancing pilot performance.

By applying this theoretical frameworks, the researchers will seek to answer the

following questions:

1. What is the impact of virtual reality technology on cognitive load during the

aircraft pilot training process?

2. To what extent do pilots accept and use virtual reality technology in their

training process?

3. How does virtual reality technology provide opportunities for active

learning and reflection in the training process?

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 4. What are the potential benefits and limitations of virtual reality technology

in enhancing pilot performance?

DEFENITION OF TERMS

1. Virtual Reality Technology - Computer-generated simulations that create

a realistic sensory experience, often through the use of head-mounted

displays and hand-held controllers.

2. Flight Simulator - a machine designed to resemble the cockpit of an

aircraft, with computer-generated images that mimic the pilot's view,

typically with mechanisms that move the entire structure in imitation of an

aircraft's motion, used for training pilots.

3. Aircraft Pilot Training Process - The process of training individuals to

become proficient in flying an aircraft, including ground school, simulator

training, and in-flight training.

4. Cognitive Load - The mental effort required to complete a task, including

the amount of information that must be processed and the complexity of

the task.

5. Technology Acceptance - The degree to which users accept and adopt a

new technology, including their attitudes and intentions toward using it.

6. Experiential Learning - Learning through experience and reflection on

that experience, including the development of new skills and knowledge.

7. Human Performance and Limitations - The study of how humans

perform tasks and the factors that can limit their performance, including

physical and cognitive limitations.

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 8. Pilot Performance - The ability of a pilot to successfully operate an

aircraft, including the ability to complete tasks and respond to challenges

during flight.

By providing these definitions, the researchers aim to ensure clarity and

consistency in the use of terminology throughout the study.

CHAPTER II

REVIEW OF RELATED LITERATURE

Virtual reality technology has gained increasing attention in recent years as a tool

for enhancing training experiences in various fields, including aviation. The use of virtual

reality technology in aircraft pilot training has the potential to improve training

effectiveness, reduce training costs, and enhance safety. The following literature review

aims to provide an overview of the existing research on the effects of virtual reality

technology application in aircraft pilot training process.

Cognitive Load and Virtual Reality Technology

Cognitive load theory (CLT) suggests that learning is most effective when the

cognitive load is managed properly (Sweller, Ayres, & Kalyuga, 2011). Virtual reality

technology has the potential to impact cognitive load during the aircraft pilot training

process by providing realistic simulations of flight scenarios. A study by Kiyavitskaya,

Lehmann, and Riemer (2018) found that the use of virtual reality technology in pilot

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training reduced cognitive load and improved learning outcomes compared to traditional

training methods.

Technology Acceptance and Virtual Reality Technology

Technology acceptance model (TAM) suggests that the acceptance and use of

technology is determined by perceived usefulness and perceive ease of use (Davis,

1989). In the context of aircraft pilot training, the TAM can help to understand the extent

to which pilots accept and use virtual reality technology in their training process. A study

by Wiseman and Wattiaux (2020) found that pilots were generally positive towards the

use of virtual reality technology in training, with perceived usefulness and ease of use

being important factors in acceptance.

Experiential Learning and Virtual Reality Technology

Experiential learning theory (ELT) emphasizes the importance of active

engagement in the learning process. Virtual reality technology provides opportunities for

active learning and reflection, which can enhance learning outcomes. A study by

Cifuentes et al. (2019) found that virtual reality technology improved engagement and

motivation among pilots, leading to better learning outcomes and performance.

Human Performance and Limitations and Virtual Reality Technology

Human performance and limitations (HPL) framework provides a comprehensive

understanding of the factors that influence human performance in complex tasks such

as piloting an aircraft (Wickens et al., 2015). In the context of aircraft pilot training, the

HPL framework can help to identify the potential benefits and limitations of virtual reality

technology in enhancing pilot performance. A study by Peters et al. (2019) found that

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the use of virtual reality technology in pilot training improved situational awareness and

decision-making, leading to better performance.

The literature suggests that virtual reality technology has the potential to enhance

the aircraft pilot training process by reducing cognitive load, improving engagement and

motivation, and enhancing performance. However, further research is needed to fully

understand the potential benefits and limitations of virtual reality technology in pilot

training, particularly with regards to its impact on transfer of training and real-world

performance.

CHAPTER III

METHODOLOGY

This study will utilize a mixed-methods approach, incorporating both qualitative

and quantitative data collection methods. The qualitative method will involve conducting

in-depth interviews with experienced aircraft pilots who have undergone virtual reality

training, while the quantitative method will involve administering surveys and pre/post-

training assessments to measure the effectiveness of virtual reality technology in the

pilot training process.

Sample Population:

The study will target a sample population of 100 aircraft pilots who have

undergone virtual reality training in 2023. The sample will be stratified based on age,

experience level, and the type of aircraft they fly.

Data Collection:

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 Qualitative data will be collected through in-depth interviews with 20 experienced

pilots who have undergone virtual reality training. The interviews will be conducted

either in-person or via video conferencing, and will be audio recorded with the

participants' consent.

Quantitative data will be collected through online surveys administered to the

sample population. Pre-training and post-training assessments will also be conducted to

measure the effectiveness of the virtual reality training.

Data Analysis:

Qualitative data will be analyzed using thematic analysis to identify recurring

themes and patterns in the pilots' experiences with virtual reality training. Quantitative

data will be analyzed using descriptive and inferential statistics, including t-tests and

ANOVA, to measure the effectiveness of virtual reality training on pilot performance.

Research Table:

Methodology Data Collection Data Analysis

In-depth interviews with

Qualitative experienced pilots Thematic analysis

Surveys, pre/post-training Descriptive and inferential statistics, including t-tests

Quantitative assessments and ANOVA

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Reference:

Schwartz, E. R., & Davis, S. F. (2019). The effectiveness of virtual reality-based training

in aviation: A meta-analysis. Human Factors, 61(2), 193-213.

https://doi.org/10.1177/0018720818816444

Burki-Cohen, J., Sitoh, Y. Y., Johnson, K. A., Koolstra, K. R., &Appelbaum, L. G. (2021).

Virtual reality training for spatial awareness and decision-making in military pilots.

Military Psychology, 33(3), 244-254.

https://doi.org/10.1080/08995605.2021.1919848

Chirico, A., Maiorano, P., &Ottaviani, M. (2021). Virtual reality in aviation: A review of

potential applications and benefits. Aerospace, 8(7), 186.

https://doi.org/10.3390/aerospace8070186

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance

of information technology. MIS Quarterly, 13(3), 319-340.

https://doi.org/10.2307/249008

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and

Development. Prentice-Hall, Inc.

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer.

https://doi.org/10.1007/978-1-4419-8126-4

Wickens, C. D., Lee, J. D., Liu, Y., & Gordon-Becker, S. (2015). An Introduction to

Human Factors Engineering (2nd ed.). Pearson.

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Cifuentes, J., Hora, J. F., Chen, J., & Cheng, Y. (2019). The Use of Virtual Reality in

Pilot Training: An Exploratory Study of Its Impact on Learning Outcomes and

Engagement. International Journal of Aviation Psychology, 29(2), 64-80. doi:

10.1080/10508414.2018.1564904

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance

of information technology. MIS Quarterly, 13(3), 319-340. doi: 10.2307/249008

Kiyavitskaya, N., Lehmann, J., & Riemer, V. (2018)

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