The evolving complexity of Virtual Reality (VR) technologies necessitates an in-depth investigation of the VR features and their specific utility. Although VR is utilized across various skill-training applications, its successful deployment depends on both technical maturity and context-specific suitability. A comprehensive understanding of advanced VR features, both technical and experiential, their prospective impact on designated learning outcomes, and the application of appropriate assessment methodologies is essential for the effective utilization of VR technologies. This systematic literature review explored the inherent associations between various VR features employed in professional training environments and their impact on learning outcomes. Furthermore, this review scrutinizes the assessment techniques employed to gauge the effects of VR applications in various learning scenarios. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method was used to systematically select 50 empirical VR studies sourced from three (03) academic databases. The analysis of these articles revealed complex, context-dependent relationships between VR features and their impact on professional training, with a pronounced emphasis on skill-based learning outcomes over cognitive and affective ones. This review also highlights the predominantly subjective nature of the assessment methods used to measure the effects of VR training. Additionally, the findings call for further empirical exploration in novel skill training contexts encompassing cognitive and affective learning outcomes, as well as other potential external factors that may influence learning outcomes in VR.

Recent advancements in simulation technology facilitated maritime training in various modalities such as full-mission, desktop-based, cloud-based, and virtual reality (VR) simulators. Each of the simulator modality has unique pros and cons considering their technical capabilities, pedagogical opportunities, and different organizational aspects. On the other hand, enhanced training opportunity and diversity of training depends on the proper utilization of simulators. In this context, the absence of an unbiased, transparent, and robust simulator selection process poses a complex decision-making challenge for the maritime instructors and decision-makers at the institutions. In this study, a hybrid multi-criteria decision-making (MCDM) approach is proposed to evaluate four major types of simulator modalities. For the evaluation, a MCDM framework is developed based on 13 key factors (sub-criteria) for simulator selection grouped under three higher-level criteria—technical, instructional, and organizational criteria. Data was collected using a structured best-worst method (BWM) survey from subject matter experts. The Bayesian BWM is used for ranking of the 13 sub-criteria, and the Preference Ranking Organization Method for Enrichment Evaluation (PROMETHEE) is used to evaluate the four simulator modalities utilizing sub-criteria ranking scores from Bayesian BWM. The results reveal that the regulatory compliance of simulators is the most important criterion, while the cost of simulators is considered the least important criterion during the simulator selection process. Overall, full-mission simulators are the most preferred followed by VR simulators, cloud-based and desktop simulators. However, a sensitivity analysis demonstrated context-specific preferences for certain simulator types over others.

Developing countries, despite being the major suppliers of maritime manpower, lag in their future-proof competence development. This study explores whether the current maritime education and training (MET) practices for marine engineering education in a developing nation are perceived as sufficient by the early-stage marine engineers. The current competence requirements set by the Standards of Training, Certification and Watchkeeping for Seafarers (STCW’74 as amended) are compared and contrasted against the current MET practices as well as the future needs for remotely controlled autonomous ship operations. Bangladesh, a maritime nation in the Southeast Asia region was selected as a developing nation for this study. An online survey was conducted among early-stage professional marine engineers. The analysis of 62 valid responses revealed that current MET practices are significantly perceived to be satisfactory for acquiring non-technical competencies, such as being proficient in the English language, but are less satisfactory for instilling technical competencies such as of electrical and electronics, knowledge regarding seaworthiness of ships, as well as medical first aid. In addition, the findings highlight the perceived gaps in existing marine engineering education as well as the need for future studies focused on re-training the future maritime workforce that could potentially improve MET strategies and practices in the developing nations.

Safety‐critical industries have long been subjected to extensive research and development to enhance operator performance to improve their efficiency. From a human factors perspective, much of the work in process industries is related to either enhancing technical training of operators or related to improving the physical ergonomics of hazardous workplaces. The importance of Nontechnical Skills (NTS) in the process industries have traditionally been less emphasized, while other domains (e.g., aviation, healthcare) have led the development of investigating and improving NTS for the sharp‐end operators. This study aims to investigate the association of NTS deficiencies to the major accidents from the past 5 years in the process industries within the European Union by analyzing the accident reports from The Major Accident Reporting System (MARS) database. The accident analysis results reveal potential NTS deficiencies in 27% (17 out of 64) of the cases involving the lack of situational awareness, decision making, problem‐solving, communication, leadership, and time management issues. Based on the results of the analysis, a few implications, as well as future research directions, are proposed, which could facilitate the stakeholders in addressing NTS deficiencies of European process industry operators.

Automation malfunctions within complex socio‐technical systems reserve the potential to significantly affect human performance. In the context of maritime operations, varying consequences of automation malfunction on human performance can be observed. This study introduced a two‐step research framework to examine the repercussions of such malfunctions, particularly those related to communication and coordination among human teams in ship engine rooms. Initially, a qualitative semi‐structured interview was conducted with seven professional marine engineers to explore the potential impact of hypothetical automation malfunction on team communication. Subsequently, a quantitative survey involving 32 professional marine engineers employed coordination demand analysis (CDA) to scrutinize changes in team coordination resulting from malfunction. The findings indicate that an automation malfunction within an engine room can precipitate an abrupt overload of the socio‐technical system. This can significantly increase communication frequency among engineers, particularly in relation to the physical and organizational aspects of the environment. Furthermore, the study highlights the influence of disparate levels of expertise among team members on coordination demands. A positive correlation was discovered between differences in expertise and increased coordination demands within a team. These insights underscore the necessity for future research on human–automation interaction, specifically focusing on individual differences and nontechnical skills.