Show simple item record

dc.contributor.advisorO'Hare, David
dc.contributor.authorGibson, Harrison Alastair
dc.date.available2019-08-14T02:13:17Z
dc.date.copyright2019
dc.identifier.citationGibson, H. A. (2019). Cognitive Load Theory and Flight Simulator-Based Instructional Design for Novices (Thesis, Master of Arts). University of Otago. Retrieved from http://hdl.handle.net/10523/9542en
dc.identifier.urihttp://hdl.handle.net/10523/9542
dc.description.abstractAs flight simulators have become more commonplace in aviation training, empirical research for the optimum instructional design to be used to train novices has been left behind. The most common accident during instructional flight occurs due to an incorrect landing. These accidents could be reduced through the use of an effective training programme safely administered in a flight simulator. Simulator-based training has proven advocacy for training the flight skills needed to operate an aircraft. Furthermore, simulator-based training strategies can be designed to cater to a novice learner’s cognitive load. Cognitive load theory (CLT) has been used in past research as a pedagogical framework to design and evaluate instructional strategies. CLT advocates for instructional designs that maximise training effectiveness by minimising extraneous load, increasing germane load, and managing intrinsic load. Past research has also found an ‘instructor present’ effect in which an instructional design’s efficiency decreases with an instructor’s presence. Therefore, in the present study, the experimental instructional design was based on CLT and optimised for novices learning to land an aircraft. The CLT-based design provided initial assistance using a ‘tunnel-in-the-sky’ and delivered standardised instructions to reduce instructor variability. Novices learned to fly over three training sessions in one of three different instructional designs either with or without an instructor and then took part in a near- and far-transfer test. The flight performance, mean heart rate, and both objective and subjective cognitive load were measured. Through optimising the instructional design for novices, flight performance improved over the sessions and transferable psychomotor skills developed. No ‘instructor present’ effect was found. The present study concluded that a CLT-based instructional design could allow for flight training to become more efficient and effective regardless of an instructor’s presence.
dc.language.isoen
dc.publisherUniversity of Otago
dc.rightsAll items in OUR Archive are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectCognitive Load Theory
dc.subjectInstructional Design
dc.subjectFlight Simulation
dc.subjectInstructor Present Effect
dc.subjectAviation
dc.subjectTraining
dc.titleCognitive Load Theory and Flight Simulator-Based Instructional Design for Novices
dc.typeThesis
dc.date.updated2019-08-14T01:35:56Z
dc.language.rfc3066en
thesis.degree.disciplinePsychology
thesis.degree.nameMaster of Arts
thesis.degree.grantorUniversity of Otago
thesis.degree.levelMasters
otago.interloanno
otago.openaccessAbstract Only
 Find in your library

Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item is not available in full-text via OUR Archive.

If you are the author of this item, please contact us if you wish to discuss making the full text publicly available.

This item appears in the following Collection(s)

Show simple item record