Evaluation of Educational Components Affecting Learners' Learning based on Virtual Environments in Air Traffic Control Simulators

Authors

1 Instructor, Air Traffic Department, Graduate School, Shahid Sattari University of Aeronautical Sciences and Technology, Tehran, Iran

2 Assistant Professor, Department of Aviation, Faculty of Graduate Studies, Shahid Sattari University of Aeronautical Sciences and Technology, Tehran, Iran

3 Associate Prof., Department of Management Shahid Sattari Aeronautical University of Science and Technology, Tehran, Iran

Abstract

Background & Purpose: With the development of new technologies and the use of virtual environments in specialized training, educational simulators, especially in sensitive and high-risk areas such as air traffic control, play an important role in improving the quality of learning and reducing human errors. Since the effective functioning of air traffic controllers depends on precise cognitive and practical skills, identifying and evaluating the educational components that are effective in this process is an undeniable necessity. Accordingly, the present study was conducted with the aim of identifying and evaluating key educational factors that affect learners' learning in virtual air traffic control simulator environments.
Methodology: The present study is applied in terms of its purpose and is a descriptive-correlational research in terms of its nature and method. The statistical population of the study included 250 graduates of the air traffic control field, of which 152 were selected based on the Morgan table and by simple random method. The data collection tool was a questionnaire. Data analysis and testing of research hypotheses were carried out through the structural equation modeling technique using LISREL software.
Findings: The research findings showed that all 8 components of the abilities required for air traffic simulator training (radio conversation ability with a coefficient of 0.65; coordination method training with a coefficient of 0.57; indicator tape writing training with a coefficient of 0.48; emergency response training with a coefficient of 0.62; English conversation skills with a coefficient of 0.69; aviation rules and regulations training with a coefficient of 0.42; operational instructions training with a coefficient of 0.52, and air traffic management training with a coefficient of 0.59) have a positive and significant effect on the learning of flight attendant learners.
Conclusion: The efficient and effective use of modern educational technologies, including air traffic control simulators, in the process of training learners requires improving the ability required for learning through these technologies.

Keywords

References

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