A

R

M

S

T

R

o

N

G

L

A

B

o

R

A

T

o

R

y

AUHR-TR-1996-o041

POTENTIAL MODEUNG AND SIMULATION CONTRIBUTIONS TO

AIR EDUCATION AND TRAINING COMMAND FLYING TRAINING:

SPECIALIZED UNDERGRADUATE PILOT TRAINING·

EXECTIVE SUMMARY

Dee H. Andrews

BemellJ. Edwards

Joseph S. Mattoon

Richard A. Thurman

David R. Shinn, Commander, USN

Lynn A. carroll, Colonel. USAF

HUMAN RESOURCES DIRECTORATE

AlRCREW TRAINING RESEARCH DMSION

6001 South Power Road, Building 558

Mesa, Arizona 85206.0904

Patrick Bowden

AETCIXOR

1 F Street, Suite 2

Randolph AFB, TX 781504329

William C. Moor

Barbara Sutherland

Department of Industrial and Management Systems Engineering

College of Engineering and Applied Sciences

Arizona state University

Tempe, AZ 85287-5906

HUMAN RESOURCES DIRECTORATE

AlRCREW TRAINING RESEARCH DMSION

6001 South Power Road, Building 558

Mesa, Arizona 85206.0904

September1996

Final Technical Report for Period April 1995 to June 1995

Approved for public release; distribution Is unlimited.

AIR FORCE MATERIEL COMMAND

BROOKS AIR FORCE BASE, TEXAS
NOTICES

When Government drawings, specifications, or other data are

used for any purpose other than in connection with a definitely

Government-related procurement, the United States Government

incurs no responsibility or any obligation whatsoever. The fact that the

Government may have fonnulated or in any way supplied the said

drawings, specifications, or other data, is not to be regarded by

implication, or otherwise in any manner construed, as licensing the

holder, or any other person or corporation; or as conveying any rights

or pennission to manufacture, use, or sell any patented invention that

may in any way be related thereto.

The Office of Public Affairs has reviewed this report, and it is

releasable to the National Technical Infonnation Service, where it will

be available to the general public, including foreign nationals.

This report has been reviewed and is approved for publication.

BERNEL . EDWARDS

Project Scientist

Chief,

d~~F Aircrew Training Research Division

~a4..-n.. L,~~

ELIZABETH L. MARTIN

Technical Director

Please notify AUHRPP, 7909 Undbergh Drive, Brooks AFB, TX 78235-5352, if your

address changes, or if you no longer want to receive our technical reports. You

may write or call the STINFO Office at DSN 240-3853 or commercial (210) 536-3853.
REPORT DOCUMENTATION PAGE Form Approved

OMS No. 0704-0188

Public burden tortt.- ClllIIecIlon '" '- estirnatBd ...-.ge 1 hour per Inc:Iuding the lime for rwiewing inslructiona, .-dlinsl eoristIng cIaIa ---. gathering

~, dMa neecIed, and CClmflIelinv. and the collee1ioil '" inIannation. 5encI comments buRIen MIimale or any other aspect Of this collection '" 'glf'slillo.tor 18d~" burden, lD Headqualt8ls Services, Direc:tllrallllor =and Reports. 1215 JehIson Davis Highway SuU

1204, AIlingtllln, VA ancI ... 1hIt '"Ma~ Budge!, P8peIwolk Reduction Project (07Q4.Q188). W DC 20503. '

1. AGENCY USE ONLY (leave blank) /2. REPORT DATE 13. REPORT TYPE AND DATES COVERED

SeDtember 1996 Final- ADril 1995 to June 1995

... TITLE AND SUBTITLE 5. FUNDING NUMBERS

Potential Modeling and Simulation Contributions to Air Education and Training

Command Flying Training: Specialized Undergraduate Pilot Training - Executive

Summary PE-62205F

PR-1123

M'lfH~ TA-B2 Beme1l1. Edwards. 10seph S. Mattoon, Richard A. Thurman. WU-13

David R. Shinn, Lynn A. Carroll, Patrick Bowden, William C. Moor, and

BaIbara G. Nelson

7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 8. PERFORMING ORGANIZATION

Armstrong Laborato:ry

REPORT NUMBER

HumanResources Directorate

Aircrew Training Research Division

6001 S. PowerRoad. Bldg. 558

Mesa, AZ 85206-0904 AI.JHR~TR-1996-Q041

9. SPONSORINGIMONITORING AGENCY NAME(S) AND ADDRESS(ES) 10. SPONSORINGIMONITORING

AGENCY REPORT NUMBER

11. SUPPLEMENTARY NOTES

Armstrong Laborato:ry Technical Monitor: Dr. Bemell 1. Edwards (602) 988-6561

1230 DISTRIBUTIONIAVAILABIUTY STATEMENT 12b. DISTRIBUTION CODE

Approved for public release; distribution is unlimited.

13. ABSTRACT (Muimum 200 wonJs)

This article recommends the development of certain modeling and simulation technologies as part of a modernization effort

for Specialized Undergraduate Pilot Training (SUP'!). Recommendations are based on a study conducted by the Aircrew

Training Research Division of Armstrong Laborato:ry which was undertaken at the request ofthe Air Education and Training

Command (AETClXOR). The study's pwpose was to assess current training challenges within SUPT to determine where

modeling and simulation tools may offer solutions. Six primary problem areas were identified and based upon

extensive data collected during pilot interviews in a typical pilot training squadron. Based o.n findings. the study

recommends specific technologies as solutions. Functional characteristics and applications ofthese technologies are

described and discussed in the context oftraining effectiveness and efficiency.

14. SUBJECT TERMS 15. NUMBER OF PAGES

Aircrew training; Flight training; Flying training; Modeling and simulation; M&S; Specialized 18

Undergraduate Pilot Training; SUPT; Training; Training technology; Undergraduate pilot 16. PRICE CODe training; UPT

17. SECURIT)' 9LASSIFICATION 18. SE-~U~ITY CLASSIFICAnON 19. SECURITY CLASSIFICATION 20. UMITATION OF

OF REPORT OF THIS PAGE OF ABSTRACT ABSTRACT

Unclassified Unclassified Unclassified UL

NSN 7540-01-280-5500 stanuaro t-orm296r<rFevG11r~r'"'rescnoed by ANSI SII'! Z,::tQ. 1'1

298-102 COMPUT R GEN RATED

CONTENTS

INTRODUCTION............................................................................................. 1

LITERATURE REVIEW 1

SCOPE OF ANALYSIS 1

METHOD 2

Description of Training Problems 3

Position Interpretation 3

VORIDME Fix-to-Fix Navigation.... 3

Overhead Landing Pattern 3

Formation Flight 3

Low Altitude Flight 3

Instructor Continuation Training...... 4

Technology Analysis 4

MODELING AND SIMULATION TECHNOLOGY DESCRIPTIONS 4

Central Database System 4

Large-Screen Displays 5

Computer-Assisted Instruction (CAl) Upgrades 5

SUPT Training Laboratory......... 5

Instructional Simulations 6

Helmet-Mounted Displays (HMOs) 6

Three-Dimensional Projections 7

Unit Training Device (UTD) 7

Display for Advanced Research and Training (DART) 7

Simulation Networking Technologies 8

Electronic Kneepad 8

Aeronautical Training Recorder (ATR) 9

TRAINING TECHNOLOGY INVESTMENT ROADMAP .. 9

PRELIMINARY COST-BENEFITS MODEL :-:.................... 11

CONCLUSIONS 11

REFERENCES 12

FIGURES

Figure

No.

1. SUPT Training Technology Investment Strategy Overview Roadmap 10

iii
PREFACE

Modeling and simulation technologies are assuming increasing importance in Air

Force training. Concepts, which only a few years ago were unknown or unaffordable,

have appeared and matured. They have come none too soon, given the increasing

need for tools that provide better training at less cost.

The present report deals with the application of modem modeling and simulation

concepts to a specific Air Force training program. The report describes research

conducted to determine the feasibility of meeting many current and future training

requirements for Specialized Undergraduate Pilot Training (SUPT) through applied

modeling and simulation concepts. The research was conducted by Armstrong

Laboratory's Aircrew Training Research Division (AUHRA), Williams Gateway Airport, in

Mesa, AZ, at the request of the Air Education and Training Command (AETCIXOR).

The work described here was intended as the first phase of efforts to identify training

technology modernization needs across AETC.

The work was accomplished as part of the aircrew training research program at

AUHRA, Colonel Lynn A. Carroll, Division Chief, and Dr Dee H. Andrews, Technical

Director. The research effort was conducted under Work Unit 1123-82-13, Unit Level

Training Research Applications (ULTRA), Dr. 8ernell J. Edwards, Principal investigator.

iv
POTENTIAL MODELING AND SIMULATION CONTRIBUTIONS

TO AIR EDUCATION AND TRAINING COMMAND FLYING TRAINING:

SPECIALIZED UNDERGRADUATE PILOT TRAINING - EXECUTIVE SUMMARY

INTRODUCTION

In 1994 the Air Education and Training Command (AETCIXOR) called for an

analysis and evaluation of its flying training programs with a view toward training

technology modernization. The Aircrew Training Research Division of Armstrong

Laboratory (AUHRA) was selected to conduct research to identify current and future

training problems and challenges that could be met by the infusion of advanced

modeling and simulation (M&S) technologies within Specialized Undergraduate Pilot

Training (SUPT).

Rapid advances in modeling and simulation in the past few years have brought

about affordable and effective tools for Air Force training applications. In many

respects. the training concepts elaborated in this report are not new. Some have been

recognized as desirable solutions for some time but technology has been lacking to

enable their implementation. Now, however, newly emerging tools and techniques

may open the way for farsighted, even revolutionary. concepts to become training

realities.

LITERATURE REVIEW

The knowledge gathered to underpin the present effort came from various

sources. Much was available from individual subject matter experts in various areas

within the Air Force training community. Expert knowledge of training processes and

programs came from managers, developers, and from pilots themselves. In addition, a

large body of training and training research literature was surveyed. This included

reviews of (a) current AETC documents describing plans, programs, policies, and

practices of the SUPT program, (b) training research associated with undergraduate

pilot training over the past 25 years, and (c) recent Air Force training modernization

planning documents.

SCOPE OF ANALYSIS

The Air Force Chief of Staff recently stated that M&S technologies will play a

significant role in advancing the power and impact of Air Force training at all levels.

Earlier, the 1993 Simulator Four-Star Review and the Modeling and Simulation FourStar Review clearly established M&S as indispensable elements in achieving Air Force

training objectives. The Air Force recently established the Office of Modeling and

Simulation within the Air Staff. demonstrating the commitment to the application of

these technologies.

1
The authors of this report believe that the role of modeling and simulation will

increase significantly in aircrew training programs. These tools will be applied not only

to improve the fidelity and impact of training environments, but also to improve the

dynamics of the instructional process.

AETC expects large-scale payoffs from technology infusion and they selected

SUPT as the first program to be considered for M&S modernization.

From the outset of the present effort, there was mutual agreement between

AETC and AUHRA that a detailed needs assessment would reduce the risk that

recommendations growing out of the research would become merely "Band-Aid"

training solutions. The intent, therefore, was to implement systematic procedures for

analyzing needs and identifying potential solutions. Two major questions emerged:

(a) What are the major training challenges in SUPT?" and (b) 'What technologies are

available [or being developed] which can meet these challenges?"

METHOD

A team was formed within the laboratory to address these questions. It was

comprised of pilots, research psychologists, and engineers. During the course of the

effort, team members consulted a variety of experts including operations researchers,

educational technologists, training managers, computer experts, and former military

pilots.

The investigation followed a needs assessment model recommended by

Kaufman (1991). Investigators developed a questionnaire in consultation with a

number of subject matter experts. The questionnaire was designed to draw information

from authoritative sources concerning the challenges and problems of training within

SUPT. The 64th Operational Support Squadron (OSS) at Reese AFB was selected as

the data collection environment because it was the only base at which the T-1 aircraft

(in addition to the T-37 and T-38 aircraft) was operational at the time of the

investigation. Investigators interviewed 28 instructor pilots (IPs) at the 64th OSS. They

questioned pilots about specific challenges experienced in teaching student pilots,

learning problems of students, perceptions of the training program, resources,

management, and related issues. Answers given by IPs were recorded by interviewers

for later analysis.

Content analysis procedures were used to tabulate and classify interview data.

Findings from the interviews were also examined and correlated with SUPT training

objectives and syllabus structure. Following analysis, findings were presented to Reese

AFB instructors to verify interpretation of data and conclusions reached. Pilots

confirmed the findings of the research team.

2
Description of Training Problems

In analyzing survey data, researchers identified and validated six training

problem areas within SUPT. A brief description of each area is presented below.

Position Interpretation. This fundamental skill enables students to know where

they are at any point during flight. Instructors say position awareness is one of the

most difficult skills for novice students. They have trouble translating two-dimensional

information from navigation instruments into three-dimensional flight geometry. Part of

the difficulty arises from the age and design of the primary training aircraft, the T-37

itself. The student must interpret and correlate information from four different cockpit

instruments, two of which are outmoded designs. Learning difficulties are further

compounded by the multiplicity of tasks which occupy the pilot's attention during flight.

VORIDME Fix-to-Fix Navigation. Navigating from Point A to Point B is a

fundamental piloting skill. Like position interpretation, it is a three-dimensional concept

that is difficult to learn using two-dimensional instrumentation. A major drawback is the

lack of a suitable ground-based practice environment. Clearly, students need

substantial practice integrating the perceptual and cognitive aspects of this task before

attempting them in the aircraft. Students are often encouraged to practice these skills

mentally, but it is difficult to do so without being able to visualize various instrument

readings. Often, by the time students are able to hold a mental picture of the task

needed for mental practice, they have largely learned to perform it in the aircraft.

Overhead Landing Pattern. This task is difficult to learn because it requires the

novice pilot to perform a number of complex, integrated skills in rapid succession to

safely land the aircraft. The student must master a repertoire of skills quite early in

primary training in order to qualify for solo flight. Academic training plays an important

role during introduction to the landing pattern, but students encounter difficulty

integrating academic (cognitive) concepts with cockpit procedures. Instructors also find

it hard to demonstrate some aspects of this task to students.

Formation Flight. Learning to maneuver an aircraft in close proximity to other

aircraft involves development of precise hand-eye coordination skills. Pilots rely on

specific visual references or cues to judge distance and closure with other aircraft. At

present, most of these skills can be developed only in the flight environment because

SUPT simulators lack sufficient visual display capabilities to support formation flight

training. This results in the consumption of large amounts of jet fuel and instructor time

while students accrue sufficient practice in the aircraft to master this task.

Low Altitude Flight. Like formation flight, low altitude flying requires precise

control of the aircraft. It requires the ability to recognize critical visual information

quickly and accurately. It also requires highly developed decision-making skills. The

pilot must learn to manage the aircraft and perform a variety of mission-related tasks

while at all times maintaining safe minimum altitudes. Current limitations in training for

3
this task stem largely from simulator inadequacies, i e., the visual display capabilities

are inadequate to allow students to discriminate visual features such as ground objects

and textural details for use as altitude cues.

Instructor Continuation Training. All instructors assigned to SUPT undergo an

8-week pilot instructor training (PIT) course at Randolph AFB, TX. During this course,

instructors receive some training on how to instruct students. Part of this training

involves familiarization with principles of the systematic approach to training (SAT) but,

due to the brief span of the course, only a cursory treatment of these principles is

involved. Student instructors receive relatively little training on diagnosing student

learning problems and prescribing training activities. During interviews for this

research, instructors tended to describe student learning problems mostly in terms of

the inability to perform flying tasks rather than in terms of learning or instructional

processes. This observation led investigators to believe that more explicit training in

instructional processes would benefit instructors, students, and the program. There

also appears to be no formal continuation training for instructors once they reach their

assigned squadrons. Interview data suggests that experience, insights, and techniques

informally shared among pilots may comprise a significant resource to IPs in learning to

instruct students. While very desirable, all this will not teach an IP everything that is

needed to excel as an instructor, nor will such shared training wisdom be complete or

consistent. Therefore, increased formal and continuation training for instructors in these

areas is highly recommended.

Technology Analysis

Prior to the pilot surveys, team scientists and engineers developed a preliminary

list of available modeling and simulation technologies. Following completion of the

training problem analysis, the preliminary list was reviewed, revised, and expanded.

Our next step was to consider each problem area in view of various technology options.

This process was accomplished using focus group and modified Delphi techniques to

reach concordance among team members relative to the quality and likelihood of

proposed technology-to-problem matches. The outcome of this process resulted in the

following list of M&S technologies recommended for SUPT application.

MODELING AND SIMULATION TECHNOLOGY DESCRIPTIONS

Central Database System. This computer-based system is proposed as the functional

center of the modeling and simulation technologies recommended for SUPT

modernization. It will contain and manage simulation databases, learning resources,

and student records. It will be accessible to students and instructors via various training

hardware interfaces. The system will permit wide functional latitude to users. The

system will also maintain a current profile or "picture" of individual learning

performance and current status in the program. The central database system is

relevant to all problem areas found in this research.

4
Large-Screen Pisplays. Large screen displays (LSDs) are electronic devices for

projecting computer-generated imagery and digitized photography. An instructor pilot

could use an LSD to display words, graphic material, figures, maps, videotape,

videodisk, or CD-ROM content. The advantage of LSDs over other visual media is that

they can support active learning processes instead of passive information viewing

engendered by older media. With LSDs, students can interact directly with displayed

information. LSDs have gained some acceptance in the last few years in classrooms in

the military and elsewhere. However, this technology has progressed dramatically in

recent years. High quality LSDs would be very affordable for SUPT, and the long-term

technical forecast is favorable for cost-to-capability improvement. Training applications

of LSDs extend to all SUPT academics areas, including many aspects of all problems

areas identified in this report.

Computer-Assisted Instruction (CAl) Upgrades. The continued, rapid advance of

computer technology represents the potential for large-scale improvements in

computer-assisted instruction. Related to this potential are newer software concepts

which may help improve the instruction provided by CAl. More efficient design methods

are available to assess knowledge acquisition, assess student performance, and

provide effective feedback within instructional software. Systems that integrate and

manage a variety of multimedia options are now available and affordable. The outlook

for this technology in training is positive. Moreover, it should enable increasing freedom

and flexibility to students in managing their own training activities. These upgrades

apply particularly to the position interpretation and flX-to-fix navigation training

problems, but also extend to some aspects of other problems areas identified in this

report.

SUPT Training Laboratory. The training laboratory would represent a new component

in the SUPT program. It is recommended here as a needed learning environment to

help students transfer academic knowledge to cockpit skills. Our analysis revealed a

pattern in which students learn to correctly verbalize flight procedures but subsequently

are unable to execute cockpit skills until they accrue considerable trial-error experience

in the aircraft. The training laboratory would foreshorten this training lag by providing a

practice environment for building basic hands-on skills, thus increasing training

efficiency during in the simulator and aircraft phases.

Moreover, research shows that for some portions of training, students prefer, and

benefit from, opportunities to experiment, discover, and practice independently of

instructors. Students in groups of two or three, given a suitable practice environment,

could generate beneficial learning synergy, in preparation for simulator and aircraft

training.

The training laboratory would consist of medium-fidelity trainer cockpits in

sufficient numbers for use by all students as needed. The visual flight environment

would be displayed via large-screen displays or visor-mounted head displays. Students

5
could select varieties of training scenarios, and it would also be possible for instructors

and students to modify scenario content to customize training as desired.

Training problem areas most benefited by this technology include position

interpretation, fix-ta-fix navigation, and portions of the overhead landing pattern.

However, students could substantially improve proficiencies for all basic flying

procedures by using the Training Laboratory.

Instructional Simulations. More powerful microprocessors have enabled the

development of realistic, real-time simulations in traditional CAl formats. Instructional

simulations could enable the combination of realistic task environments with automated

feedback and guidance to the learner. Instructional simulation goes a significant step

further than traditional CAl by permitting students to engage in dynamic tasks, such as

operating avionics subsystems. Feedback is provided in various formats such as

graphic displays or acoustic information. Instructional simulations can be used to build

mental responses for many flying tasks prior to advanced training in a full-fidelity

environment.

The following training areas would benefit from the application of instructional

simulations: (a) instrument interpretation and radial geometry concepts, (b) position

interpretation, (c) fix-to-fix navigation, (d) tasks involving on-line voice simulation of

tower communications, Le., flight planning, radio communications, etc., (e) overhead

traffic pattern principles, (f) formation flight principles, and (g) low altitude flight

orientations.

Helmet-Mounted Displays (HMOs). A helmet-mounted display is basically headgear

with close-fitting lenses. Typically, the HMO is connected to a computer that generates

visual images on two small screens positioned in front of the eyes. With magnification,

lenses can display a visual environment which encompasses the normal field of human

vision. Since the viewer is visually "separated" from the actual surroundings and sees

only imagery provided through the system, the effect is referred to as "virtual reality."

Some HMO visual systems are capable of simulating three-dimensional imagery

which can appear fairly realistic to the viewer. Several technical approaches are used

in designing HMOs for three-dimensional effects which involve offsetting the images

presented to each eye to produce depth or dimensional effe~ts. Other HMO designs

provide monocular imagery which can be useful for many training purposes and is

somewhat less costly than systems with binocular capabilities. Aside from depth

perception effects, other advantages of HMOs include compact system size, ease of

use features, full-field of view, and potentially high quality imagery. The long-term

outlook for growth of HMO technical capabilities is very positive with corresponding

decreases in cost expected.

HMOs should prove effective for certain aspects of training for position

interpretation (awareness), the overhead landing pattern, formation flight, and low

6
altitude flight. Virtual environments employing HMDs would enable students to explore

the spatial characteristics, dimensional relationships, and specific visual cues

associated with these tasks from an infinite variety of eye points in simulated space.

Such refinements in visual training have not been available in SUPT. Probably the

major benefits from these enhancements would come during familiarization training,

including the increased ability of students to develop effective mental models of

complex flying tasks.

Three-Dimensional Projections. Several technologies are available which provide

three-dimensional visual effects without using HMDs. These displays employ various

screen configurations. Some require the viewer to use specially designed glasses. The

optical principle used in HMDs (offsetting the imagery to each eye) is the same

employed for these displays. Several technical approaches are used to achieve it,

including polarization, image opaqueing, and alternate video frame scanning. The

capabilities of three-dimensional displays appear to hold instructional advantages for all

of the problem areas identified in this report. As one example, the objective might be to

have students gain skill and speed in determining aircraft position, i.e., orientation. A

three-dimensional display would permit students to study aircraft position from an

infinite variety of eye points thus expanding spatial awareness.

Unit Training Device (UTD). This device will provide high fidelity aircraft simulation at

very low cost. The UTD would offset current simulation training deficits in SUPT by

providing affordable simulators in sufficient numbers for use by all students, as needed,

without time restrictions. UTDs would be capable of training all aspects of SUPT.

Training transfer to the aircraft should be high and thus permit students to develop skills

to high levels of proficiency prior to aircraft sorties. The UTD would contain a high

fidelity cockpit with all systems functional. Engineering design and manufacturing

techniques already available would keep unit production costs low. The trainer could

be operated by an instructor with student, or by the student alone, via user-friendly

control interface. The UTD would be compact, easily transportable, and could operate

in standard office environments without augmented power, cooling, or the presence of

support personnel. UTDs, combined with the Display for Advanced Research and

Training, or DART technology, described below, would constitute a powerful,

economical simulation package with substantial training benefits to SUPT. Specific

applications are discussed below in the DART description.

Display for Advanced Research and Training (DART). This technology would

provide the visual flight environment for the UTD, but could also be used with other

simulator cockpits. An integral component of the DART is a highly capable image

generator which drives Barco rear-screen mounted projectors producing a real-time

visual flight environment with excellent color, resolution, and wide field-of-view

characteristics. DART technology has high evolutionary potential, and the industrial

forecast for stability and life cycle are long term. All of the training problem areas

identified in this report would benefit substantially from the UTD/DART combination.

Moreover, virtually all areas of the syllabus could be improved using this device. This

7
prediction is based upon the critical role of high fidelity visual display systems in

simulation-based pilot training.

Simylation Networking Technologies. Simulator networks in two- or four-ship

configurations would employ local area network (LAN) technology. In minimal (twoship) configuration, networking would provide highly capable flight environments for

instructor-student (or lead-wingman) in separate aircraft. This would provide training

capabilities for a full range of two-ship missions, specific syllabus events, or component

skills practice, as desired. Each simulator would provide highly realistic representations

of the other aircraft. In an expanded configuration, training could accommodate

complete four-ship training sorties and exercises. Specific types of training supportable

via networking include the following: (a) formation flight aircraft control skills (closure

rate and techniques), aspect angle and heading crossing angle, co-altitude rejoins;

(b) traffic pattern scenario rehearsal: one aircraft in pattern, multiple aircraft in pattern,

emergency aircraft recovery, confused tower; and (c) multiship mission rehearsal

practice (all aspects) prior to aircraft sortie.

Enhanced formation flight training for all three SUPT aircraft appears feasible.

Optimal phasing of technology acqUisition would be based on determining which aircraft

training programs should be supported by networking. The forecast for this technology

is for continuing cost decreases, so eventual inter-base simulator networks would be

feasible. Obviously, such capabilities go beyond current training requirements.

However, this technology could afford AETC the opportunity to train to higher levels

than in the past. It would appear particularly appropriate for the Introduction to Fighter

Fundamentals (IFF) Course which follows SUPT. For example, student pilots selected

for fighter aircraft assignments would have a substantial advantage in acquiring basic

fighter maneuvering (BFM) skills if multiship simulation capabilities (networked UTDs)

were available in the IFF course.

As a research and development (R&D) agency with considerable experience in

distributed interactive simulation (DIS), AUHRA is in a favorable position to recommend

multiship simulation applications. The feasibility of networking technology required for

SUPT application is now well within the state-of-the-art, so that" technical risks in

implementing this technology are low.

Electronic Kneepad. Instructors must record observations about student performance

during training flights. But, notations can only be written as time permits while the

instructor is monitoring the student and the aircraft. Notebooks fastened to a

kneeboard (the traditional equipment) leave much to be desired in terms of efficiency

and convenience. The recommended solution technology is a kneepad-like electronic

device which functions something like a hand calculator. It would require only a few

keystrokes to record information about student performance using a "shorthand" coding

system. Data would interface with an Aeronautical Training Recorder (described below)

for later use in debriefings. The electronic kneepad would be useful in all phases of

8
simulator and aircraft training, simplifying the workload of the instructor and improving

the quality and quantity of performance feedback to the student.

Aeronautical Training Recorder (ATR). The Aeronautical Training Recorder would

enable IPs to capture a continuous sequence of information from aircraft systems for

use in recreating training flights via simulation. The ATR would consist of three major

parts: (a) an on-board, high capacity microcomputer with data storage linked to all

aircraft subsystems, controls and communications; (b) an on-board global positioning

system (GPS) linked to the on-board computer; and (c) a ground-based graphics

computer that would combine flight data with a local terrain database to simulate the

training flight. Of all technology applications proposed during this research, the ATR

was identified by instructor pilots as having the greatest training impact on SUPT

students. In large measure this is because of the importance of providing accurate and

timely performance feedback to student during debriefings. The ATR as conceptualized

would provide the critical link in allowing students to see recreations (recorded data) of

critical events and situations during aircraft sorties.

TRAINING TECHNOLOGY INVESTMENT ROADMAP

The roadmap on Figure 1 presents an overview of the SUPT Training

Technology Investment Strategy recommended in this report. In the roadmap, analysts

have summarized and grouped technologies into integrated program timelines. The

overall developmental period spans fiscal years FY1995 through FY2020. There are

four principal areas of development. Technologies recommended in this report are

subsumed under each of these areas:

1. Advanced Simulation Technologies which includes the UTD and DART

work in parallel development.

2. Database Modeling which includes the central database, the instructor pilot

data entry system, and the aeronautical training recorder technology~··

3. The SUPT Training Laboratory development which includes the integration

of several display systems including LSD and HMO technologies, as welUls computerassisted training upgrades.

4. The Electronic Classroom program which will involve the development of

various computer-based and visual display technologies recommended in this report.

9
A, - 

I

I

I

I

I

COTS Bylteml ASoftwlre DevelopJ1ntegrltlon $7.15 M

'1 \ Syetem. COTS Buy, I Integrlt',Teet $2.2 M I

I I I 8 I I I I I I I I I

I , I I I II I I I I ,.

I I I I I I

Fi gure 1

SUPT· Training Technology Investment Strategy Overview Roadmap

Lnb Development

AJLS Study

SUPT Training Technology Investment Strategy

Overview Roadmap. .

Lab Development

,

,

I

I

,,

SUPT TRAINING LABORATORY

,

I

I

I

I

ELECTRONIC OLASSROOM

ADVANCED SIMULATlON

95

& Display for Advanced

Research TraInIng Proto/Prod. Complete

&. Unit Training ProtO/Prod. Complete

& InstnJC1lonal Support

System ProtoJProd.

Complete'

&. Helmet Mounted

OlsPlare Prolo/Prod.

Comp ete

&. Simulated UnderPilot TraInIng entral Databaa.

Complete

.....

a & InstnJC1lonal Pilot Oat.

Entry System Complete

A Aeronautical

Recorder Complele

& Studenl Assocl.te

System Complete

& Hands On Thronle

And Stick TrainIng

Prototype Complele

A TrainIng Lab Complete

AElectronIc Classroom

. Complete
Each program is divided into three phases (shown in grouped time lines or

boxes): laboratory development (shown by the shaded areas); prototype development

and production, or systems development/integration phases; and systems operating

and maintenance (O&M) phases, which extend to FY2020. Estimated funding

requirements are contained within the appropriate boxes. The small triangles indicate

estimated completion dates for various milestones in programs.

The investment strategy which the roadmap conceptualizes is intended to

maximize training payoffs to SUPT. Advanced simulation capabilities are projected for

the shortest lead time into the program. Much of the technology foundations to support

UTD and DART devices are already ongoing at AUHRA with evolutionary upgrading to

be transitioned into the SUPT prototypes as soon as funding programs allow. With this

prospect, major training benefits from advanced simulation devices can impact SUPT at

the earliest possible time.

Database modeling technology, SUPT Training Laboratory, and Electronic

Classroom technologies will all enhance training effectiveness and efficiency in the total

program. Substantial lead-in development work is still necessary on the part of AUHRA

for these areas, however. Seminal work in instructional simulation is ongoing, and

electronic classroom media systems development is planned by AUHRA for FY96 startup.

A more detailed description of this investment strategy, including roadmaps for

each of the four principal technology areas, is contained in Andrews et al (1995).

PRELIMINARY COST-BENEFITS MODEL

As an adjunct to the research summarized in this report, work was begun on a

cost-benefits model to be used in assessing potential training benefits from new

modeling and simulation technologies. As a result of the effort, a preliminary costbenefits model was developed. When the model has been completed and validated, it

should provide a effective tool for use by training program planners and managers in

assessing long-term benefits from specific applications of training technologies. A more

detailed description of the preliminary model and its development is contained in

Andrews et al (1995).

CONCLUSIONS

We believe the modeling and simulation technologies described in this report can

improve SUPT in general, and the six identified training problem areas in particular.

While these six areas were the ones most often mentioned in the interviews, they were

not the only areas of need described by IPs during interviews with researchers. It is

important to recognize that acquiring these technologies would benefit many, if not all,

areas in the SUPT syllabi.

11
A key issue is how these technologies could be added and integrated into the

existing programs given the "fullness" of the current SUPT syllabus. We assume

syllabus length would not be expanded merely to accommodate training innovations.

However, we are confident that all of the recommended technologies would be capable

of generating sufficient training efficiencies to more than offset their implementation.

Efficiencies would result from replacing less efficient existing methods and reducing

training loads in general.

Another important issue is the contribution of technology to improve student

progress in the program, as well as the potential for raising the general level of student

achievement. Our analysis leads us to believe that these M&S tools would enable

SUPT to move beyond the advancement of students in the program based solely upon

a group-determined pace. Rather, students would advance individually as they meet

prescribed performance criteria. By this, we are not advocating exclusive self-paced

progress. As experience shows, that method can produce students who finish so fast

or so slow that program processes cannot be accommodated. Instead, students would

progress individually within blocks of training. Those finishing at a faster rate would

engage in advanced training activities until the group completes the block. This would

encourage pilots to perform all phases of training to the best of their abilities. It would

also reward superior achievers with additional opportunities to excel.

This report has described Phase I of AUHRA's Modeling and Simulation R&D

effort. Phase II is anticipated as applying the same analytical methodology to other

AETC flying training programs. Phase II is expected to target "schoolhouse"

applications of M&S within selected combat crew training systems (CeTS) programs. It

is also anticipated that some of technologies identified for SUPT may benefit CCTS.

REFERENCES

Andrews, D.H., Edwards, B.J., Mattoon, J.S., Thurman, RA., Shinn, D.R, Carroll, L.A.,

Bowden, P., Moor, W.C., & Nelson, B.G. (1995). Potential modeling and simulation

contributions to Air Education and Training Command flying training: Specialized

Undergraduate Pilot Training (AUHR-TR-1995-0157). Mesa AZ: Armstrong Laboratory,

Aircrew Training Research Division.

Kaufman, R (1991). Strategic planning plus. Glenville, IL: Scott Foresman.

12