Is this project an undergraduate, graduate, or faculty project?
Graduate
Project Type
individual
Campus
Daytona Beach
Authors' Class Standing
Mary Bender, Graduate student
Lead Presenter's Name
Mary Bender
Lead Presenter's College
DB College of Arts and Sciences
Faculty Mentor Name
Dr. Elizabeth Blickensderfer
Abstract
Introduction. Today's pilots learn to fly on aircraft with sophisticated automated systems, such as the G1000. Although automation can reduce workload, over-relying on this technology can lead to decreased situational awareness, complacency, and a loss in manual flying skills (Parasuraman, 2000; Parasuraman et al., 2000; Parasuraman & Wickens, 2017; Taylor et al., 2020). Instructor pilots, in turn, are faced with the challenge of teaching students how to leverage a system that can affect their performance, both positively and negatively. The purpose of this study was to explore the strategies and challenges that instructor pilots face when training students on automation. Approach. Ten Certified Flight Instructors Instrument (CFII) between the ages of 20 and 27 (M = 24.1, SD = 2.28) completed an interview that centered around their perspectives on automation training. The median flight hours were 969.6 hours (M = 1070.92, SD = 455.88). A coding team extracted and then developed consensus on the main ideas for each interview and identified broader themes that appeared across participants. Results. To address misconceptions about automation, instructors emphasize that autopilot is a tool and has limitations. The CFIIs noted students’ positive experiences and/or training on autopilot will increase pilots’ decision to use automation, and nine instructors emphasized that over-relying on autopilot can impact their students’ manual flying skills. For the students who rely on autopilot, instructors provide experiences and examples of situations when pilots should and should not use autopilot. If students experience an automation failure during flight, instructors tend to first let the students attempt to solve the problem, then instruct them to turn the autopilot off and manually fly. Conclusion. The results of this study further our understanding of the challenges CFIIs face while training students to navigate automated aircraft and provide insight into strategies CFIIs use for training automation.
Did this research project receive funding support (Spark, SURF, Research Abroad, Student Internal Grants, Collaborative, Climbing, or Ignite Grants) from the Office of Undergraduate Research?
No
Exploring Generation Z Pilots' Approach to Training Automation: An Interview Study
Introduction. Today's pilots learn to fly on aircraft with sophisticated automated systems, such as the G1000. Although automation can reduce workload, over-relying on this technology can lead to decreased situational awareness, complacency, and a loss in manual flying skills (Parasuraman, 2000; Parasuraman et al., 2000; Parasuraman & Wickens, 2017; Taylor et al., 2020). Instructor pilots, in turn, are faced with the challenge of teaching students how to leverage a system that can affect their performance, both positively and negatively. The purpose of this study was to explore the strategies and challenges that instructor pilots face when training students on automation. Approach. Ten Certified Flight Instructors Instrument (CFII) between the ages of 20 and 27 (M = 24.1, SD = 2.28) completed an interview that centered around their perspectives on automation training. The median flight hours were 969.6 hours (M = 1070.92, SD = 455.88). A coding team extracted and then developed consensus on the main ideas for each interview and identified broader themes that appeared across participants. Results. To address misconceptions about automation, instructors emphasize that autopilot is a tool and has limitations. The CFIIs noted students’ positive experiences and/or training on autopilot will increase pilots’ decision to use automation, and nine instructors emphasized that over-relying on autopilot can impact their students’ manual flying skills. For the students who rely on autopilot, instructors provide experiences and examples of situations when pilots should and should not use autopilot. If students experience an automation failure during flight, instructors tend to first let the students attempt to solve the problem, then instruct them to turn the autopilot off and manually fly. Conclusion. The results of this study further our understanding of the challenges CFIIs face while training students to navigate automated aircraft and provide insight into strategies CFIIs use for training automation.