Dorrit O Billman | Search NASA

NASA NTRSDate not supplied

Eye-Tracking Analysis from a Flight-Director-Use and Pilot-Monitoring Study

Eye tracking may be a useful tool to investigate pilot monitoring and develop and conduct training. There is increased interest from airlines to use eye-tracking technologies in flight simulators. However, much is still unknown about how to best utilize eye-tracking data in pilot training. This paper presents eye-tracking results from a pilot-monitoring training study with 19 pilots. All pilots completed 15 monitoring challenges across four operational scenarios in a B737-700 full flight simulator. In addition, the study investigated the impact of having the flight director engaged or disengaged on the pilot monitoring side in the final approach. It was hypothesized that pilots would focus less on the primary flight display with the flight director off and look more around in the cockpit. To assess this, pilots performed half of the scenarios with the flight director on and half with the flight director off. However, pilots monitoring tended to look less at the primary flight display with the flight director on as indicated by lower Proportion Dwell Times, contrary to the hypothesis. Next, eye-tracking data were analyzed from two monitoring challenges involving waypoint restrictions and two involving extending the flaps at appropriate airspeeds. Pilots that successfully completed the challenges appeared to focus more on areas of interest that contained the most relevant information to successfully complete the challenge. In addition, successful pilots seemed to adapt their monitoring strategy more to the challenge at hand as observed by a distinct shift in focus on either the primary flight display or the navigation display depending on the challenge. Our findings suggest the importance of flexible gaze allocation across specific situations and raise the question whether and to what degree prespecified patterns of eye fixation can be identified and trained.

eye tracking↗

NASA NTRSDate not supplied

Eye-Tracking Analysis from a Flight-Director-Use and Pilot-Monitoring Study

Eye tracking may be a useful tool to investigate pilot monitoring and develop and conduct training. There is increased interest from airlines to use eye-tracking technologies in flight simulators. However, much is still unknown about how to best utilize eye-tracking data in pilot training. This paper presents eye-tracking results from a pilot-monitoring training study with 19 pilots. All pilots completed 15 monitoring challenges across four operational scenarios in a B737-700 full flight simulator. In addition, the study investigated the impact of having the flight director engaged or disengaged on the pilot monitoring side in the final approach. It was hypothesized that pilots would focus less on the primary flight display with the flight director off and look more around in the cockpit. To assess this, pilots performed half of the scenarios with the flight director on and half with the flight director off. However, pilots monitoring tended to look less at the primary flight display with the flight director on as indicated by lower Proportion Dwell Times, contrary to the hypothesis. Next, eye-tracking data were analyzed from two monitoring challenges involving waypoint restrictions and two involving extending the flaps at appropriate airspeeds. Pilots that successfully completed the challenges appeared to focus more on areas of interest that contained the most relevant information to successfully complete the challenge. In addition, successful pilots seemed to adapt their monitoring strategy more to the challenge at hand as observed by a distinct shift in focus on either the primary flight display or the navigation display depending on the challenge. Our findings suggest the importance of flexible gaze allocation across specific situations and raise the question whether and to what degree prespecified patterns of eye fixation can be identified and trained.

eye tracking↗

NASA NTRSDate not supplied

Exploring Informal Learning at the Airlines

Airline pilot training is extensive, highly structured, and defined by aircraft and airspace system operating requirements, yet pilots describe a tradition of between-pilot knowledge transfer and self-directed learning. This learning supplements their approved training programs. While industry and regulators focus on “formal learning” systems, pilots report relying on “informal learning” to build operational expertise. The persistence of informal learning suggests gaps in how successfully formal learning prepares pilots to handle operational complexities. The community that researches learning has extensively studied informal learning, and its characteristics seem to align with how pilots report increasing their skills and knowledge informally. However, no research into informal learning practices among airline pilots seems to exist. In this paper we provide examples of informal learning in commercial aviation, how they fit into two existing frameworks for workplace learning, and propose that researching informal learning might help identify opportunities to improve formal aviation learning systems.

pilot learning↗

NASA NTRSDate not supplied

Scenario-Based Task Design for Airline Pilot Anticipatory Behaviors: Asynchronous Assessment of Complex Cognitive Skills

Airline pilots must anticipate potential threats to passenger safety and efficient flight. Such anticipation needs to occur at both the system and individual levels, yet no formal training for these anticipatory behaviors currently exists. The emerging field of resilience engineering provides a framework to explore this problem. Given the complex nature of this problem, the assessment portion of the project constituted a challenge. Simulator time is expensive as simulators are costly to run, and they are extremely limited in number. Also, by the nature of their work, pilots as a group are hard to connect with in person; thus, asynchronous methods were adopted. Further, to ensure that authentic pilot behaviors were observed, task-based scenarios were used rather than focus group or interview protocols. This session explores the design of asynchronous learning and a measure for assessing pilot anticipatory behaviors outside of a simulator to help design learning opportunities for pilots. The scenario-based and active assessment items will be discussed in detail, and demonstrations of these items will be shared. These items constitute the bulk of the challenge for this work. At the time of this writing, data is being collected to assess the effectiveness of the interactive training module and validate the measures. This data will be analyzed and presented as part of the session. This will include any linkages between the scenario-based and traditional assessment items.

task design↗