Saus Evelyn-Rose, Johnsen Bjørn Helge, Eid Jarle
Department of Psychosocial Science, University of Bergen, Bergen, Norway.
Int Marit Health. 2010;62(4):258-64.
Navigation errors are a frequent cause of serious accidents and work-related injuries among seafarers. The present study investigated the effects of experience, perceived realism, and situation awareness (SA) on the perceived learning outcome of simulator-based navigation training.
Thirty-two Norwegian Navy officer cadets were assigned to a low and a high mental workload conditions based on previous educational and navigational experience.
In the low mental workload condition, experience (negatively associated), perceived realism, and subjective SA explained almost half of the total variance in perceived learning outcome. A hierarchical regression analysis showed that only subjective SA made a unique contribution to the learning outcome. In the high mental workload condition, perceived realism and subjective SA together explained almost half of the variance in perceived learning outcome. Furthermore, both perceived realism and subjective SA were shown to make an independent contribution to perceived learning outcomes.
The results of this study show that in order to enhance the learning outcomes from simulator training it is necessary to design training procedures and scenarios that enable students to achieve functional fidelity and to generate and maintain SA during training. This can further improve safety and reduce the risk of maritime disasters.
航行失误是海员发生严重事故和工伤的常见原因。本研究调查了经验、感知真实感和态势感知（SA）对基于模拟器的航海训练感知学习成果的影响。
根据先前的教育和航海经验，将32名挪威海军军官学员分为低心理负荷组和高心理负荷组。
在低心理负荷条件下，经验（负相关）、感知真实感和主观态势感知解释了感知学习成果总方差的近一半。分层回归分析表明，只有主观态势感知对学习成果有独特贡献。在高心理负荷条件下，感知真实感和主观态势感知共同解释了感知学习成果方差的近一半。此外，感知真实感和主观态势感知均对感知学习成果有独立贡献。
本研究结果表明，为提高模拟器训练的学习成果，有必要设计训练程序和场景，使学员在训练过程中实现功能逼真度，并产生和保持态势感知。这可以进一步提高安全性，降低海事灾难风险。
