Published in the Proceedings of the 12th International Symposium on Aviation Psychology, April 21-22, 2003.
COMPUTER-BASED (AND WEB-BASED) TRAINING SOLUTIONS
FOR MEETING COCKPIT AVIONICS TRAINING NEEDS
Samuel L. Sheller and John W. Ruffner
DCS Corporation
Alexandria, Virginia
Operating and maintaining cockpit avionics systems requires a high level of knowledge and operational skill. Skill
acquisition and sustainment, as well as the likelihood of system acceptance, can be enhanced by a training strategy
that combines (1) free-play simulation with operational controls and displays, (2) structured tutorials in the opera-
tional environment, and (3) on-line reference to relevant documentation and manuals. Interactive computer-based
trainers (CBTs) allow self-paced, multimedia, interactive training on complex cockpit avionics systems, and inte-
grate a high-fidelity simulation of the avionics system environment with Aviation Industry CBT Committee (AICC)-
compliant instructional design and methodologies. CBT can help mitigate the shortcomings of complementary
technologies such as the requirement for qualified avionics instructors, large class sizes, infrequent learning oppor-
tunities, and a lack of available cockpit simulators and operational systems for hands-on training. The benefits of
CBT to military program offices and aircraft manufacturers include cost-effectively boosting acceptance and profi-
ciency, effectively communicating complex system capabilities, and bridging gaps between deployment and the
availability of full simulation systems. Benefits to operational organizations include rapidly training for newly dep-
loyed components or systems, rapidly training a large number of students, and establishing initial training or re-
fresher programs as devices evolve. In this paper, we discuss our experience developing CBTs for cockpit avionics
systems used in a variety of U.S. Navy and Marine Corps fixed-wing and rotary-wing aircraft. These include the
control display navigation unit (CDNU), the ARC-210 radio, the embedded global positioning system/inertial navi-
gation system (EGI), and the CYZ-10 data transfer device (DTD). We provide examples from CBTs that we have
completed and delivered. We also discuss the requirements for extending existing avionics computer-based training
to web-based training (WBT). Finally, we discuss the implications of our work for providing CBT/WBT solutions
for commercial and general aviation cockpit avionics systems training needs.
Introduction
rials, interactive simulation, and readily available
The ability to use cockpit avionics, such as naviga- references to technical documentation to create easily
tion, positioning, and communication systems, is a available cost-effective instruction.
mission critical skill for aviators in all branches of the
military service, as well as for civilian aviation. This Interactive CBTs allow self-paced, multimedia, inter-
skill is highly procedural, often practiced at infre- active training on complex cockpit avionics systems,
quent intervals, and is subject to skill decay and pro- and integrate a high-fidelity simulation of the avio-
ficiency loss (Ruffner, Wick, and Bickley, 1984). nics system environment with AICC-compliant in-
Therefore, there is a need for frequent, effective, and structional design and methodologies (Bergstrom,
affordable avionics training. 2001). Furthermore, CBT can help mitigate the
shortcomings of complementary technologies such as
Integrating CBT with other instructional methods, the requirement for qualified avionics instructors,
such as classroom training, simulation, and in-aircraft large class sizes, infrequent learning opportunities,
training as part of a blended learning approach, can and a lack of available cockpit simulators and opera-
be a productive and cost effective instructional strat- tional systems for hands-on training (Ruffner,
egy for avionics training. Furthermore, as Sand and Woodward, and Fulbrook, 2001).
Shoenfelder (1999) discussed in a previous paper,
avionics CBT will be most effective if it systemati- Organization of This Paper
cally combines or couples tutorial instruction with
freeplay simulation. This paper is organized into five sections. In the cur-
rent section, we provide a brief introduction to the
In recent years, instructional development specialists need for, and benefits of, effective avionics CBT. In
from DCS Corporation have collaborated with Navy the second section, we briefly describe examples of
and Marine Corps subject matter experts to produce a avionics CBT products developed by DCS Corpora-
number of avionics CBT products to meet specific tion in collaboration with the Navy and Marine
operational training needs. The approach these spe- Corps. In the third section, we discuss how an ap-
cialists have taken is unique in that it combines tuto- proach that systematically couples tutorials and simu-
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Published in the Proceedings of the 12th International Symposium on Aviation Psychology, April 21-22, 2003.
lation can be effectively used to develop and deliver
avionics CBTs, and illustrate this with an example
from our CBT development work. In the fourth sec-
tion we discuss converting avionics CBT to WBT.
This includes the need to develop training that is con-
sistent with the government-sponsored Advanced
Distributed Learning (ADL) Initiative. In the fifth
and final section, we discuss our conclusions and
their implications for future research and develop-
ment (R&D).
Examples of Avionics CBT Products
In this section, we briefly describe four avionics CBT
products developed for a wide variety of avionic sys-
tems. Our purpose here is to provide the reader with Figure 1: Typical CDNU Modules
background information about the avionics system
and the CBT preceding our discussion of the coupled AH-1W, UH-1N, CH-53, and MH-53E rotary-wing
approach to avionics CBT development presented in aircraft, where the remote control unit (RCU) was a
the third section of the paper. CBT products have CDNU. The CBT screen shot in Figure 2 shows typ-
been developed for the CDNU, the ARC-210 radio, ical ARC-210 training modules with a CDNU, which
the EGI, and the CYZ-10 DTD. include: Introduction, CDNU Basics, Radio Over-
view, Radio Initialization, Normal Communication,
Control Display Navigation Unit (CDNU) Antijam Communication, and SATCOM.
The CDNU acts as the central processor, com-
mand/display interface, and MIL-STD-1553B bus
controller for a number of military aircraft. Using
deviation, range, and bearing displays, the CDNU
provides all navigation and pilot steering functions
for en route, terminal, and nonprecision approaches.
Full-scale simulations including all navigation and
communications functions have been developed for
the C-2A and the P-3C fixed-wing aircraft, and the
CH-53E, UH-1N, and MH-53E rotary-wing aircraft.
The CBT screen shot in Figure 1 shows typical
CDNU training modules in the CBT, which include:
How to Use the Trainer, Introduction, CDNU Basics,
Preflight Initialization, Communication, Navigation,
Database Operations, and System Health.
Figure 2: ARC-210 Modules Controlled by a CDNU
ARC-210 Radio
Figure 3 shows the modules for the ARC-210 where
The ARC-210 radio provides normal and secure two- the F/A-18 up front control (UFC) acts as the RCU.
way voice communications over the 30 – 400 MHz Figure 4 shows the free-play mode that becomes ac-
range, including two-way voice and data communica- tive when the UFC button is pressed.
tion in the ultrahigh frequency (UHF) satellite com-
munications (SATCOM) band. The radio provides CBTs have also been developed for a full height and
interoperability in both single channel and anti- a half height RCU. In Figure 3, a picture of the half
jam/electronic protection (EP) modes. height or full height control head replaces the UFC.
When the button is pressed the appropriate tutorial
Several devices are used to control the ARC-210 ra- and simulation for that device is activated.
dio. CBTs were developed for the C-2A, KC-130, S-
3B, EA-6B, and F-14B fixed-wing aircraft and the Figure 5 shows the free play mode that becomes ac-
tive when the half size RCU button is pressed.
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Published in the Proceedings of the 12th International Symposium on Aviation Psychology, April 21-22, 2003.
attitude and all-weather operation. The EGI is inde-
pendent of ground-based navigation aids, and it has
an overall accuracy in the subnautical mile/hour
class. EGI CBTs were developed for the EA-6B, S-
3B, F/A-18, and F-14B fixed-wing aircraft, and AH-
1W rotary-wing aircraft. The CBT screen shot in
Figure 6 shows typical EGI training modules, which
include: INS/GPS Basics, Operations, (Lit-
ton/Honeywell) EGI Overview, and Maintenance.
Figure 3: ARC-210 Modules Controlled by the UFC
Figure 6: EGI Modules
Data Transfer Device (DTD)
The ARC-210 is compatible with the DoD standard
AN/CYZ-10 DTD. The DTD can be used to load all
EP operating variables, along with fixed channel,
Figure 4: UFC Free-Play Mode UHF, SATCOM, COMSEC, and scan channel infor-
mation. The CYZ-10 DTD training module is shown
in Figure 3. Figure 7 shows the CYZ-10 free-play
mode that becomes active when the CYZ-10 button is
pressed.
A Coupled Tutorial/Simulation CBT Approach
Sand and Schoenfelder (1999) proposed a decision
model to help instructional designers properly select
the level of simulation to couple with CBT tutorials.
This model is particularly useful for avionics train-
ing. In their paper, they described three levels of
coupling that are independent of the simulation tech-
niques employed: on-demand, lockstep, and guided.
These are briefly described in the following para-
graphs.
Figure 5: Free Play Mode for the Half Size RCU
On-Demand Coupling
Embedded Global Positioning System/Inertial Navi-
gation System (EGI) In on-demand coupling, a tutorial and simulation can
be run independently. The simulation and tutorial
The EGI is a global positioning satellite (GPS)-aided can reside separately on one CBT or can be adjacent
inertial navigation system (INS) that permits all- to one another. The user has complete control over
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Published in the Proceedings of the 12th International Symposium on Aviation Psychology, April 21-22, 2003.
ance technician may be presented with a simulation
of a faulty system. The technician is free to explore
the faulty system with various simulated pieces of
diagnostic equipment. The CBT monitors the techni-
cian and offers guidance for the proper use of the
diagnostic equipment and hints about what is wrong
with the faulty system.
Avionics CBT Examples of Coupling
The following examples show how a coupled tutori-
al/simulation approach has been successfully used for
avionics CBTs. As one example, both lockstep and
on-demand coupling are used for the CDNU CBTs.
In the tutorial, background information is presented
Figure 7: Free Play Mode for the CYZ-10 in conjunction with a series of steps to be performed
by the student. The student can choose to start the
whether to continue with the tutorial or simulate the simulation at any time by clicking the Simulation
skills learned. No assistance is offered to the user button as shown in Figure 8a. This action opens the
while in the simulation mode. This type of coupling simulation in a separate window as shown in Figure
is the most flexible in support of schoolhouse train- 8b. The tutorial and simulation, running indepen-
ing. Instructors can put together lesson plans con- dently, can be positioned together anywhere on the
taining tasks for students to perform. The instructors computer screen, or either or both can be minimized.
would then verify that the students perform the tasks The Reference button can be pressed at any time
correctly by using the simulation. while running the tutorial. Reference files in stan-
dard/common formats can be attached to the CBT.
Lockstep Coupling This is how the textbook (e.g., the Operator’s Ma-
nual) for the training can be referenced.
In lockstep coupling, instruction and simulation al-
ternate. A procedure will be explained in tutorial
format, and then is followed with the simulation to
allow the student to perform the procedure. Most
often, the tutorial gives the student a few discrete
steps constituting a task, and then has him or her per-
form the tasks. In this approach, the entire behavior
of a system does not have to be simulated or in-
structed; only the predefined methods of interacting
with the system are developed. A limitation of this
method is that the lack of opportunity for free explo-
ration can lead to slow, repetitious training.
Guided Coupling
In guided coupling, a set of procedures is taught, and
then the opportunity for practice via simulation is Figure 8a: On Demand Coupling Tutorial
provided. The CBT monitors the student as each step
is performed, and intervenes if the student deviates Figure 9 shows an example of how lockstep coupling
from the desired path. Guided coupling can be a was effectively used in the EGI trainers. The steps to
small expansion on lockstep coupling or, at the other perform a particular task are presented first. Then the
extreme, can adapt to student responses. The student user is asked to actually perform those steps on a
can freely explore the simulated system, and will representation of the device. Feedback is provided to
only be offered assistance when it is needed. the user confirming correct or wrong actions.
If the expectation for guidance is set too high in Web-based Avionics Training
guided coupling, the programming required can be
quite complex. For example, an avionics mainten- In web-based training, CBT is transformed and ex-
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Published in the Proceedings of the 12th International Symposium on Aviation Psychology, April 21-22, 2003.
Figure 10 shows a screen shot from an ARC-210
radio avionics CBT trainer that has been converted
for delivery over the web.
Figure 8b: On Demand Coupling Simulation
tended by the technologies and methodologies of the
World Wide Web, the Internet, and intranets. WBT
presents live content, which is easily modified, in a
structure allowing self-directed, self-paced instruc- Figure 10: Example of a Web-Based Avionic Trainer
tion in a wide variety of topics. The goal of the ADL
initiative is to enable learners to have access to high- Currently available authoring tools make the process
quality education and training materials that can be of converting CBT to ADL conformant WBT easier.
tailored to individual learner needs and made availa- The authoring tool used in the examples discussed
ble whenever and wherever they are required, ADL above permits packaging a piece for both compact
technologies, including CBT and WBT, can be used disk (CD) and/or web delivery. However, it is impor-
to provide high quality training to war fighters tai- tant to note that a thorough job of up-front planning
lored to their needs at the time and place needed. is still required to facilitate the CBT-WBT conver-
sion process.
Summary and Conclusions
In this paper, we discussed our experiences develop-
ing CBTs for cockpit avionics systems used in a va-
riety of U.S. Navy and Marine Corps fixed-wing and
rotary-wing aircraft. We addressed the benefits of
using a tutorial/simulation coupling approach to im-
prove the benefits of avionics CBT training. As an
example, this technique was successfully used to
train MH-53E pilots in the schoolhouse for opera-
tional test of an operational flight program (OFP)
with new nonprecision approach (NPA) procedures.
We also discussed the need to, and the benefits of,
converting avionics CBT to ADL conformant WBT.
Figure 9: Lockstep Coupling A critical factor determining the utility of avionics
CBT/WBT and determining its acceptance and sup-
Recent advances in the capabilities afforded by ADL port by decision-makers is its return-on-investment
technologies make these attractive additions to the (ROI). Kurtus (2002) presents the case for using
overall avionics training mix (Ruffner, Woodward, CBT/WBT rather than traditional training. Although
and Fulbrook, 2001). In addition, government agen- CBT/WBT development costs are somewhat higher
cies are beginning to require that CBT and WBT con- than classroom training, it is less expensive over a
form to ADL standards, which includes guidelines two to three year period. It has also been shown to be
for developing sharable content objects (SCOs) that more instructionally effective. Kurtus and other in-
can be reused with little or no modification and that vestigators (e.g., Fletcher, 1999) reported evidence
can easily be located in repositories. As an example,
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Published in the Proceedings of the 12th International Symposium on Aviation Psychology, April 21-22, 2003.
that learning with CBT/WBT is faster, people re- A way to help learn faster and retain more in-
member what they learn more accurately and longer, formation.
and they improve their performance over a class-
room-only instructional strategy. His conclusion was PTT specific benefits include:
that the ROI for e-learning could be 50% to 60%
greater than traditional training. Lowering of equipment deployment costs.
Support and enhancement of both instructor-led
PC-based part task trainers (PTTs) are designed to and individual learning.
greatly enhance system acceptance and proficiency Reduction of the need for real equipment in a
among pilots and maintainers by: training environment.
Improvement of students’ rates of learning, le-
Enabling training to be conducted on almost any vels of retention, and overall understanding of
PC running MS Windows®. very complex systems.
Integrating a high-fidelity simulation of the sys-
tem environment with AICC and Shareable Con- References
tent Object Reference Model (SCORM) com-
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Providing three ways to learn. rability AICC. Sugar City, ID.
Free-play with fully operational controls and
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Structured tutorials in the operational envi- of defense training. Institute for Defense Analy-
ronment. sis Research Summaries. Vol. 6, No. 1.
By reference to online documentation and ma-
nuals. Kurtus, R. (2002). Return-on-Investment (ROI) from
Allowing more trainees to train longer and more e-learning, CBT, and WBT. School for Cham-
frequently. pions, Kurtus Technologies, Milwaukee.
Eliminating limitations due to class size, session
frequency, or system availability. Ruffner, J. W., Woodward, K. G., & Fulbrook, J. E.
(2001). Advanced Distributed Learning Tech-
Program office or manufacturer benefits include: nologies and Night Vision Device Training.
Proceedings of the Interservice/Industry Train-
A cost-effective way to boost acceptance and ing, Simulation and Education Conference, Or-
proficiency. lando FL: November 26-29.
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A way to bridge gaps between deployment and ber). Human factors support for the develop-
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A lower-cost, yet highly effective training alter- Proceedings of the Human Factors and Ergo-
native. nomics Society 41st Annual Meeting, (p. 1376).
Santa Monica, CA: Human Factors and Ergo-
Organization benefits include: nomics Society.
Rapid training for competency on newly dep- Ruffner, J.W., Wick, D.T., & Bickley, W.R. (1984,
loyed components or systems. October). Retention of helicopter flight skills:
Enhanced focus, quality, and performance. Is there a "critical period" for proficiency loss?
Increased component or system uptime by pro- Proceedings of the Human Factors Society 28th
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Establishing ongoing training or refresher pro-
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coupled with CBT creating a comprehensive
Pilot and maintainer benefits include: training tool that potentially increases transfer.
Proceedings of the Interservice/Industry Train-
A way for quickly learning how to use and main- ing, Simulation and Education Conference (p.
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