It is not how much you have but how you use it: toward a rational use of simulation to support aviation training

Int J Aviat Psychol. 1998;8(3):197-208. doi: 10.1207/s15327108ijap0803_2.


One of the most remarkable changes in aviation training over the past few decades is the use of simulation. The capabilities now offered by simulation have created unlimited opportunities for aviation training. In fact, aviation training is now more realistic, safe, cost-effective, and flexible than ever before. However, we believe that a number of misconceptions--or invalid assumptions--exist in the simulation community that prevent us from fully exploiting and utilizing recent scientific advances in a number of related fields in order to further enhance aviation training. These assumptions relate to the overreliance on high-fidelity simulation and to the misuse of simulation to enhance learning of complex skills. The purpose of this article is to discuss these assumptions in the hope of initiating a dialogue between behavioral scientists and engineers.

MeSH terms

  • Aviation / education*
  • Aviation / trends
  • Computer Simulation*
  • Educational Technology / trends*
  • Ergonomics
  • Humans
  • Inservice Training / methods*
  • Inservice Training / trends
  • Knowledge
  • Learning*
  • Man-Machine Systems
  • Practice, Psychological
  • Transfer, Psychology