Investigation Of Diagnostic Error Detector And Self Taught Instructional Strategies For Flight Simulator Programs PDF Download

This study investigated the use of three instructional strategies in the training of basic instrument flight maneuvers in a T-40 simulator under standard conditions and two levels of increased task loading. The three strategies investigated were: (a) diagnostic; (b) error detector; and (c) self-taught. Diagnostic instructors used immediate feedback through error analysis, the error detector instructor used limited feedback, and the self-taught group was instructed without the aid of any feedback from the instructor pilot. The three levels of loading were: (a) no task loading; (b) a change in the center of gravity from normal to full forward; and (c) a change in air turbulence from zero to maximum. Twenty-seven Air Force officers awaiting entry into undergraduate pilot training were randomly assigned to one of the three instructional strategy groups. The results indicate that there were no significant differences between the three instructional strategies; i.e., the students of any one strategy performed equally as well as the students of the other two strategies. The results indicated that there were significant differences among task load conditions. A general decrement in performance was noted when the students flew the maneuvers with the center of gravity change and an even greater decrement when they flew with maximum turbulence.