391
1 INTRODUCTION
TheWhenConfuciussaidin451B.C.that“WhatI
hear,Iforget;WhatIsee,Iremember;andWhatIdo,
Iunderstand”itmaynotbeasimulatorinhismind,
but surely he was referring and emphasizing the
significance of practical experiences vis a vis the
spokenwords.
Simulator ba
sed training has its own unique
featuresandproblemsassociatedwithit.Thereis a
need to discuss these issues in order to understand
therealmeaningofsimulatorbasedtrainingandto
handleiteffectively.Likeotherfieldsoftraining,use
ofsimulationinthema
ritimeindustryisowingtothe
multiplefactorscoveringtechnological,financialand
trainingneedsofthetime.
Interactive training simulators can be developed
which can allow several crew members to practice
operating the equipment and performing the
procedures together, as demanded by the working
life style onboard ships. New technological
developments have ma
de simulation very cost‐
effectiveandattractivenotonlyfortrainingpurposes
butalsoforresearchpurposes.
When properly used, supported by well trained
and experienced instructors, simulator training,
throughitsriskfreeenvironment,cancontributetoa
reduction in accidents and improve capability and
efficiency, by providing trainees with the necessary
experience and self confidence to carry out their
roles,funct
ionsandtasks.
Itmayberightlyemphasizedtimeandagainthat
simulatorbasedtrainingistheconceptwhichismore
and more in practice due available technologies at
lowcost;weneedtoknow thevariousdynamicsof
thi
sformoftrainingandmakeiteffectivebyproper
useofthetechnologies.Afterall,Aristotlehasrightly
saidthat“Whatwehavetolearntodo,welearnby
doing.”
Applications of Simulation Technology - Pitfalls and
Challenges
A.A.Malik
NMIT,JohorBahru,Malaysia
N.Zafar
BahriaUniversity,Karachi,Pakistan
ABSTRACT:Simulatorbasedtraininghasitsownuniquefeaturesandproblemsassociatedwithit.Thereisa
needtodiscusstheseissuesinordertounderstandtherealmeaningofsimulatorbasedtrainingandtohandle
iteffectively.Likeotherfieldsoftraining,useofsimulationinthema
ritimeindustryisowingtothemultiple
factorscoveringtechnological,financialandtrainingneedsofthetime.Whenproperlyused,supportedbywell
trainedandexperiencedinstructors,simulatortraining,throughitsriskfreeenvironment,cancontributetoa
reduction in accidents and improve capability and efficiency, by providing trainees with the necessary
experienceandselfconfidencetocarryouttheirroles,funct
ionsandtasks.
http://www.transnav.eu
the International Journal
on Marine Navigation
and Safety of Sea Transportation
Volume 9
Number 3
September 2015
DOI:10.12716/1001.09.03.12
392
2 SIMULATIONTECHNOLOGY
2.1 Majorfactorsforsimulationusages
Like other fields of training, use of simulation for
maritimeapplicationsisowingtothemultiplefactors
covering technological, financial and training needs
ofthetime.Someofthesefactorsareasdiscussedin
the following lines; Owing to technological
advancements,
simulationtechnologyisavailablefor
multipletypes of military operations atavery cost‐
effectiveprice.
Simulatorsarecomingclosertotherealthing;in
fact,wholeof thesystem fittedonboardcanalso
be installed as simulator in a purpose built
scenario.
One can plan a training
schedule as per his
convenience and simulator will be available for
use.
Onecanrunandspeeduphisgameonsimulator
as per training requirements without worrying
aboutrelatedcostsortimeconstraints.
Training scenarios beyond safety limits are
possible without jeopardizing the life and
propertyofany
kind.
Conditionsandenvironmentinasimulatorcanbe
repeatedagainandagaintoimprovethelearning
outcome of training; unlike the real scenarios
where all situations are new ones and no
repetitionisavailable.
One can choose his area of operation for
maximum training value and increasing
confidenceandmoraleofthetrainees.
Performance on simulators can be recorded and
played back to the trainees for carrying out
analysis, providing feedback and pointing out
mistakesdoneduringtheexercise.
Onecanjumpovertheexerciseorruntheexercise
at accelerated pace as and when demanded
by
trainingrequirementsandtimeconstraints.
Conditions in simulators are known and
repeatablesothatperformanceintheseconditions
canbegradedandassessedwithuniformity.
One can develop situations onboard simulators
which are much more complex and grave when
comparedwithrealoperationsandaredifficultto
create.
In order to find out what trainees feel about
simulators when compared with a real ship
environment, seafarers were asked during survey a
questionasunder;
What were your feelings when you for the first
timeactedasoperator/traineeonsimulator?
1 Itgaveafeelingofa
realshipenvironment.
2 Itwasjustagoodefforttomimictherealship.
3 Itwastooartificialwhencomparedwithrealship.
In response to this question, majority of the
respondents said, as shown in Figure 2.1, that a
simulatorwasneitherlikearealshipexperience
nor
it was too artificial to be useless. So a simulator
instructorhas well enough equipment tostart with;
butfact remains that finally it is the instructorwho
hastobringitasclosetorealexperiencesaspossible
throughhishandlingofboththeequipmentandthe
trainees.
SURVEY 1 - Q.No: 5
0%
10%
20%
30%
40%
50%
60%
70%
123
Figure2.1.SimulatorExperiencevs.ShipEnvironment
Much work has already been done on the
advantages and disadvantages on simulator based
traininganditscomparativevaluevisavisrealtime
experiences. Now, the only discussion is when to
have and how to have the simulator based training
for the seafarers for better, efficient and speedy
operationaltraining.
2.2 Militaryapplicationsofsimulation
When discussing the military applications of
simulation technology, we need to examine how
technological advancements are affecting the future
trendsinsimulatormanufacturingandhowtheycan
best be utilized for optimum training value.
Furthermore we need to study the increasing
importance of instructors and
controllers due to
induction of simulators in the field training with
multiplevariablesandvaryingsituations.
Simulator training had obvious advantages of
beingeconomical,safeandredundant.Butithadits
own implications as well. However perfect a
simulator may be with respect to design and
manufacturingprocess,itwasstill
farawayfromreal
equipment and scenarios. Instructor became more
and more important. He is actually responsible to
connect up the simulator experience with real ship
operationsthroughhisvisualizationandmustnotlet
the trainees get into a discourse or fall into a game
mood. Simulators became more and
more common
aroundtheglobe andthey weretaken assymbol of
qualitytrainingbeingimpartedbyanorganisation.
Simulationusagewasencouragedintheaviation
industry due high cost of fuel and safety risk
involved in real time training. Early World War II
was tough for military aircraft flying due
short
supply of training aircrafts and high demand of
proficientpilots[1].Thisledtoshiftofpilottraining
onsimulatorsinsteadofrealaircrafts.Thiswasalso
the time of high cost of simulators. Now
technological advancements have reduced the
manufacturingcostofthesimulatorsandtheycanbe
usedformultiplesimulationrequirementswhilestill
beingcosteffective.
Apart from financial benefits, simulation also
improvesthesafetyofoperations.Flightsafetygains
significantly from simulation techniques. NASA
maintains safety standards in manned space
adventuresthroughsimulatorbasedtrainingandno
alternative is available to simulation training. The
nuclear power
generation industry also makes
extensive use of simulation for training and
393
qualificationprogramsofreactoroperatorstoensure
safetyandcompetency.
Working onboard naval warships is becoming
more and more hazardous due usage of multiple
typesofequipmentandammunitioninlimitedtime
and space matrix. This puts high burden on the
quality of training and need for simulator based
training
isrisingcontinuously[2].Virtualprototypes
can improve naval safety by allowing personnel to
gainexperienceof naval equipmentandprocedures
before they are exposed to actual equipment in
potentiallyhazardousconditions.
2.3 Technologicaladvancements
New technological developments have made
simulationverycost‐effectiveandattractivenotonly
for
trainingpurposesbutalsoforresearchpurposes.
Innovative simulation systems are purposefully
designedtocarryoutresearchonspecificproblems.
Forexample,anautopilotsystemwasdesignedand
developedforfast‐timesimulationinconfinedwater
waysbyUniversityofGhentinBelgium,specifically
meantforresearchpurposes[3].
It was
the increasing level of automation which
made the new demands on education and training
[4].Manyofthetrainingprocessesbecameout‐dated
due main reason of paper based qualification.
Trainee was required to go through class room
instructions and then sit in some written
examination. Fact remains that changes
demanded
new stress on competency and the way it can be
demonstratedbythetrainees. Simulatorscan bethe
best source to demonstrate the competency of a
military personnel individually as well as when
formingpartofateamworkingonboardship.
It is widely acknowledged that majority of all
accidents
or casualties at sea are caused by the
humanelement.Thisshowshighdemandonpartof
the training establishment to ensure competency of
the individuals. There can be many reasons for
justifying the use of simulation for training. Prof
Peter Muirhead while discussing the simulator
training philosophy says that
the inexperienced
individualislikelytomakeerrorsofjudgmentearly
in any field training [5]. The consequences of such
errorscouldbecostlyandcatastrophic.
On simulator, the individual can make multiple
errors, and receive extrinsic feedback to assist in
improved performance in real scenarios. Rapid
repetition of difficult situations
allows a review of
tactics until a satisfactory conclusion is reached.
Some tasks cannot be experienced at the field even
when putting in maximum efforts and taking in all
possible risks. Emergency procedures, maneuvering
in different terrains or geographical locations, are
readilyavailableonlyonthesimulator.
When properly used,
supported by well trained
and experienced instructors, simulator training,
throughitsriskfreeenvironment,cancontributetoa
reduction in accidents at the field and improve
capabilityandefficiency,byprovidingtraineeswith
thenecessaryexperienceandselfconfidencetocarry
outtheironboardroles,functionsandtasks.
Advent of the
computers, integrated electronic
navigation systems, monitoring equipment, data
collection and presentation, and satellite
communication have produced a change in the
traditional role of the seafarers in field operations,
machinerycontrol and situationalappreciation. Fast
developments in the field and reduced manning
standards have put extra burden on military
personnel to
have appropriate competencies. Only
thentheycanensurethatassignedtaskiscompleted
withsafetyandefficiency.
FollowingquestionwasraisedtotheMETICsdur‐
ingtheSurveyonSimulatorInstructor;
What is the major problem being faced by the
instructorswithrespecttothesimulatortrainees?
1 They feel difficulty
to overcome the simulation
artificiality.
2 They get into a mood of playing game on
simulators.
3 They just pass the simulator time without being
concerned.
SURVEY 2 - Q.No: 7
0%
10%
20%
30%
40%
50%
60%
70%
80%
123
Figure2.2.MajorProblemsFacedBySimulatorInstructors
Majorityoftherespondentsindicated,asgivenin
Figure 2.1, that they feel difficulty to overcome the
simulation artificiality. So, one of the major
disadvantagesofthesimulatorbasedtrainingis the
artificiality of the equipment involved. Itʹs the
psychologicalenvironment created by the instructor
whichcanreducethenegative
effectsofthe in‐built
artificialityofthesimulatorbasedtraining.
Changesindesign,sizeandspeedofthemaritime
hardwarealsoputsnewdemandsonthetrainingand
educationofthepersonnel.Inparrallelwithpolitical
and security implications, economic and
environmentalconsequences of acasualtyinvolving
any of
the large scale disaster also demand a high
levelofpersonneltrainingto dealeffectivelywitha
situation.
2.4 Changingtrainingrequirements
Personnel reduction and the trend of achieving
maximumgoalswithminimumpersonnelemployed
may prevent the availability of additional trained
manpower for special scenarios. An array of inter‐
connected
equipment and information output
devicesrequireateam‐approachtopermitrapidand
effective responses to difficult circumstances. In
order to deal effectively with the changing
operational scene, new approaches are needed in
394
training.Wholeofthetrainingcannotbecarriedout
intherealscenariosanddevelopedsituations.
Handlingofthenewgenerationofmachineryand
equipment in all environments and situations is an
importantfacetinthecompetenceofthepresentday
seafarers. Many of these required skills can be
acquired and evaluated on simulation technology
without risk to equipment or danger to life.
Confidence in their use and application can only
come through experience and not just via any
textbook or written material. Multi‐tasking
simulators for example provide both the situations
and conditions to expose the individual to
multiple
experiences.
Simulator training can be used to improve the
levelofproficiencyinthosetasksoraspectsinwhich
real experience proves to be inefficient or deficient.
Simulators cannot replace the real experiences, it
being no substitute for the depth of skills made
possible through the operations in the real
environmentoveraperiodoftime.Thiscostintime
however is relevant, and the simulator can provide
the opportunity for the individual to improve his
skills in certain desired and required tasks over a
veryshortperiodoftime.
3 MAJORFEATURESOFSIMULATORBASED
TRAINING
3.1 Fidelityvs.
Validity
Fidelity and validity are the two features which
dependoneachotherinsimulation.Thereisadirect
relationship between fidelity and validity. Fidelity,
theinclusionoftherealworldelements,contributes
tovalidity.Theomissionofrealworldelementsmay
makethevalidsystemperformanceonthesimulator
impossible.
It is not appropriate to consider the
provision of high fidelitya substitute for validation
of the system. However, there is generally more
confidence in a high‐fidelity system than a low‐
fidelityone.
Fidelityaddstothevalidityofsimulation;inthe
pastitmayhaveaddedtothe
costconsiderably.This
relationshiphas changeddue topresent day micro‐
processordevelopments.Therefore,itisnecessaryto
examine exactly what fidelity is adding to the
effectivenessofsimulation.
Validation is an ongoing process and therefore
when components of a system are changed, they
should be validated to insure the fidelity
level is
consistent.Thisisusuallydoneaspartofacceptance
testingandtrialsofthesimulator.
3.2 Reliabilityvs.Uniformity
Reliability of simulator based training means that
instructor was able to impart all the performance
standards to the trainees as he planned in the
exercise or were part of
the training objectives.
Uniformity of the simulator based training means
thatwhensamesimulatorexerciseisrunformultiple
traineesatdifferenttimes,ithassametrainingvalue
withrespecttobasiclearningoutcomes.
An exercise on simulator can be very good,
effective and reliable but then the problem of
uniformityisrequiredtobeaddressed.Bestexercise
istheonewhichhasboth,reliabilityanduniformity
inparallel.
3.3 Simulatorsvs.FieldTraining
Simulatorbasedtrainingissteadilyreplacingthein‐
service or field training of military personnel. Over
the time, commands also gives weightage to the
training conducted
at a simulator in parrallel with
experienceoffieldtraining.Overthetime,simulator
based training has started having more face value
andweightage. Training needstohave validityand
reliabilitybothinparallel.
Followingquestionwasposedtotheseafarersdur‐
ingfirstsurveyonsimulators.
What were your experiences
when you practically
workedonthesystemaftersimulatortraining?
1 Youfeltmuchmoreconfidentonthesystemthan
before.
2 Training made no difference in your working
efficiency.
3 Trainingadverselyaffectedyourperformance on
thesystem.
SURVEY 1 - Q.No: 11
0%
20%
40%
60%
80%
100%
123
Figure2.3.EffectivenessofSimulatorTraining
Responses to our survey, as given in Figure 2.2,
over‐vehementlysupportedtheuseofsimulatorsfor
training purposes by highlighting that the seafarers
always felt much more confident on the real
equipmentafterthetrainingsessiononsimulators.It
showstheeffectivenessofthesimulators.
Now simulators can simulate a
diverse range of
equipment’stypes,scenariosandsituationswhichin
actual life may be rare to occur. This increases the
validityofthesimulatortrainingvisavisin‐service
experiences. Also with regards to reliability,
simulationcanbeveryeffectiveduepositivecontrol
and training environment in the training
institutes;
whereas field experience may have difficulty in
controlling training conditions and administrative
procedures.
395
4 DESIGNPROBLEMSOFSIMULATORBASED
EXERCISES
4.1 Objectivesoftheexercise
Howtodesignanexerciseforrunningonsimulator
will be governed by the objectives of the exercise.
Whoarethetrainees,whattheirqualificationisand
what are the competencies they need to learn.
Simulatorinstructor will
berequired to brainstorm
on deciding the objectives of the exercise when
runninganycourseonsimulator.Decidingobjectives
is very important as it is the foundation stone on
whichallthevariableswillbedecidedandobjectives
willgovernthesuccessivestagesoneaftertheother.
4.2 Monitoring
bytheInstructor
Itisveryimportantthatsimulatorhasthefeaturesof
a comprehensive monitoring system in order to
observe the trainees properly form the Instructor
ControlStation.Instructorshouldhavemultipleears
andeyesandeasycontroloverwholeoftheworking
area so that he can perform in
a peaceful manner.
Thismonitoring systemshouldalso includeaudible
microphones,wellpositionedontheexerciseareato
hear conversation of all the members of the
simulationexcercise.
Inaddition,there should be enough TVcameras
onthe bridge andmonitorsatthe control station to
observetheworkingof
thetraineesonvariousduty
places in whole of the exersice area. A monitor
shouldbeincontrolroomtoobservehowthevarious
equipments are being operated by the trainees and
what all information is available to them through
theseequipments.
Abird’seyeviewoftheexerciseareaat
different
ranges should be available for control, and future
referenceanddebriefing.Finally,recordingofwhole
exerciseincludingaudio/videoshouldbeavailable
forre‐runninginthe de‐briefing oftheexerciseand
analysis. These will also help in subsequently re‐
designing and improving the exercise for future
runningforsamelevelorcompositionofthetrainees.
4.3 BriefingbeforeSession
A briefing has to be conducted before
commencement of the exercise by the instructor for
the trainees. It is advisable to have briefing in the
simulatorroomitselfwhenexplaining variousparts
and equipments. When more than one
instructor /
staff is involved, all instructors should be present
duringthebriefingsession,therebygivingchanceto
the trainees to raise questions if any and also to
recognise and develop mutual relationship with
instructors/staffthatwillbeconduciveinachieving
theexerciseobjectives.
Briefing should include all
the set conditions of
the exercise and exercise objectives; number of
trainees involved, trainee leader if any or the team
composition, instructors involved and their
respective tasks, time duration, break time and
durationintheexercise.
4.4 ExerciseConditions
Before commencing the active training session on
simulator, it is recommended that
exercise design
should include all the conditions to be set on
simulatoratstarttime.Thiswillincreaseandensure
the validity of the training session. Conditions
includelistingofalltheequipmentthatwillbeused
duringtheexerciseandalsotheequipmentwhichis
notfittedornot
availableduringthesession.
5 FEEDBACKONSIMULATORS
It is well recognised fact now that simulator based
training has the potential of providing knowledge
whichotherwisecouldonlybegainedthroughyears
of real world experiences. Realization of this
potential, however, depends upon the ability of
simulator training program to
take intoaccount the
specialcognitiveneedsofthetraineesandabilityof
theinstructortoproperlyprovidethefeedbacktothe
trainees.
Feedback to the trainee on simulator regarding
standard of his performance is very important for
maintaininginterest,keepingmoraleandimproving
performance of the trainee [6]. With
regards to
effectivenessofthefeedbackprovidedtothetrainees,
Stephen said that two factors are important to be
consideredwhileprovidingfeedback;
1 Timing of the feedback is very important. Some
errors can change the subsequent run of the
exercise and need to be corrected immediately.
While,thereareerrors
whichtaketimetoproduce
resultsandinstructor willbemoreprudent if he
waitsanddelaysthefeedback.Delayedfeedback
also helps the trainees with time to think and
analysetheiractionsandconsequences.
2 Redundancy is another factor influencing the
performance feedback’s effectiveness. Studies
indicate that repetition of
same feedback may
reduceinterestandmotivationofthetrainees.
While discussing the process of training on
simulators, Feedback provided to the trainees was
dividedbyStephenintothreesub‐categories;
1 Intrinsic feedback where trainee will come to
know appropriateness of his actions through
consequencesachieved.Thisisthesimplest
form
ofthefeedbackandisalwayspresentinsimulator
basedtraining.Still,itisdutyoftheinstructorto
ensure trainee has the perception of high
standardstocomparehisperformance.
2 Augmented feedback can be provided to the
trainees through providing them an overview of
their whole of
the exercise area. This bird’s eye
view will help them in understanding their
successive inter‐related actions and their results,
andthiswillevenimprovetheintrinsicfeedback’s
quality.
3 Supplemental feedback is highest form of
feedbackthatcanbeandmustbeprovidedtothe
trainee.Whentraineeison
task,hismindispre‐
occupiedwithsomuchofinformationthathecan
comeunderstressandunabletograspaltogether
new idea or approach. When he is over from
exercise situation, then providing him with
396
complete picture of the exercise will be of great
value and trainee’s mind will be free for self
criticism and true analysis of the actions taken
duringthesimulatorsession.
6 CONCLUSIONS
SimulatorBasedTraininghasitsownuniquefeatures
and problems associated with it. We need to know
the
various dynamics of this form of training and
make it effective by proper use of the technologies.
Like other fields of training, use of simulation for
militaryapplicationsisowingtothemultiplefactors
covering technological, financial and training needs
ofthetime.Simulatorsarecomingclosertothe real
thing;infact,wholeofthesystemfittedin thefield
canalsobeinstalledassimulatorinapurpose built
scenario.
Simulationhastheconceptslikefidelity,validity,
reliability, and uniformity and we need to
understand these concepts being simulator
instructor. Designing and developing an exercise to
be run on
simulators is a complex process and
involves many important features. Feedback to the
trainee on simulator regarding standard of his
performance is very important for maintaining
interest,keepingmoraleandimprovingperformance
ofthetrainee.
Thereisalwaysaparticularrelationshipbetween
aninstructorandhistrainee.Traditionally,ateacher
hasanoverwhelminginfluenceandeffectonhowthe
training is conducted. There were times when
instructional techniques meant effective use of
trainingaidsandclassroomenvironment.Simulator
instructor has different role to play than a normal
instructor. Good simulator instructor means good
trainerandthussimulatorinstructorhasto
inculcate
inhimselfallthequalitiesofagoodtrainer.
7 RECOMMENDATIONS
Beingcongnizantofthemoderntrendsineducation
and training, various military organisations are
investingheavilyinthesimulationtechnologiesand
systems. This trend is encourging and will pay the
dividant in due course of time. We as
industry
leaders and training professionals need to
understandthat;
1 Simulation technology as stand‐alone and
integrated‐system has its own usages and
requirements. We need to understand these
usages and requirements while understanding
that none can replace the other, though they
augmenteachother.
2 While simulation is coming much
closer to the
realfieldexperiences,itistheinstructorwhowill
be instrumental in ensuring this closeness of the
twoexperiences.
3 Training and certification of the simulator
instructoristhearearequiringthemuchattention
of the training institute and the maritime
administrationintheprocessofsimulation
based
training.
4 Capacity building of both the instructor and the
traineesisacontinousprocesswhichneedstobe
audited and ensured through a well structured
training and certification system in place at the
traininginstituteandcommand.
REFERENCES
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onSurfaceWarships–thenextgenera
‐tion,11‐12June
1998,London.Paperno10,pp.1‐12.
[3]Burns, R.S. (1985). Mathematical modelling and
computer simulation of large ships during tight ma‐
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the operation and management of ships and car‐goes,
19‐20November1985,London,paperno.9,
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[4]Damkjaer, K.R.(June, 1992). Education, Train‐ing and
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[6]Stephen, Schilling. (1985). The application of
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