Virtual reality (VR) is the latest type of technology being developed and rapidly integrated into training environments. This study investigated students’ intentions to use VR for training. The Technology Acceptance Model (TAM) was expanded to include two factors that are relevant to using VR in a dynamic learning environment. A survey of 310 aviation students was conducted at ten institutions across the United States. Results indicated positive relationships between perceived ease of use (PEU) and perceived usefulness (PU), perceived enjoyment (PENJ) and PEU positively impacted attitude towards using VR for dynamic learning, and attitude positively impacted behavioral intention (BI). Two of the eight hypotheses were not supported despite support in the literature. The findings of the study can inform instructors and developers of VR for dynamic learning programs in a variety of environments and implementation thereof.

Educators have incorporated technology into flight training for decades. These devices have increased in complexity since the Link trainers of the early 20th century, resulting in aviation training devices, full flight simulators, and other technologies currently used in flight training programs. Acceptance has also increased since developers shifted the design of video games to incorporate educational aspects as is demonstrated by the popularity of computer based training. Recently, educators have developed more immersive simulation technologies for training purposes such as virtual, augmented, and mixed reality (VR, AR, MR). Although immersive technologies such as VR are being implemented into aviation training programs, educators do not always consider the factors that influence students to use these technologies. This is an important consideration for educators to understand: Student perspective of technology impacts decisions related to accepting and ultimately using the technology in a learning environment. The Technology Acceptance Model (TAM) and its extensions have been used to study how students accept and use various technologies in the educational environment. A pilot study was used to validate a survey instrument and measurement model to investigate the factors that influence aviation students to use VR for flight training. Results indicate that the CFA model and survey instrument have adequate reliability and validity for eight of the 10 factors. Two factors are reviewed for inclusion in the final measurement model. The results of the full study are anticipated for publication in the fall of 2020.

The U.S. Air Force (USAF) Warfighter Interactions and Readiness Division is actively integrating virtual reality (VR) technology in Distributed Mission Operations Live, Virtual, and Constructive (DMO LVC) training. A head-mounted display (HMD) comparison methodology was pilot tested to evaluate the usability of multiple VR headsets for application in Warfighter training. This report discusses key factors and considerations that may impact usability and user experience, thereby impacting the training of the user. Implications on how these findings may correlate with training efficiencies are discussed.

This descriptive review aims to identify research gaps in the airplane, simulation transfer of training literature. The research question is: What are the recommendations for future research from the simulation experiments using a true transfer or a quasi-transfer design to study the near or far transfer of airplane flying knowledge, skills, or abilities among adults? The method involves an exhaustive survey of English-language, peer-reviewed publications available online. The results include eight seminal reviews of the aviation literature published since 1973, 26 empirical studies published since 2004, and four general reviews to situate the aviation literature. The primary transfer studies encompass four themes: training proficiency, motion, abnormal events, and control tasks. This review addresses current research needs by presenting summaries and recommendations from the transfer literature, identifying gaps, and proposing an agenda for future research. It serves to inform researchers, practitioners, manufacturers, and regulators in the field of flight simulation training.

Many aviation education and training programs are expanding their learning materials to include virtual learning environments (VLEs) that utilize virtual reality (VR) technology. While developing training materials and the VLE, an understanding of technical specification requirements is needed to inform stakeholders who need to choose a headset for a given training scenario. As part of a larger initiative to compare the usability of multiple VR headsets for implementation into procedural training, a review of the extant literature was conducted to identify technical specifications of VR head-mounted displays, followed by a pilot test of a head-mounted display (HMD) comparison methodology that considers VR HMD technical specifications (“tech specs”) and usability aspects. This report identifies key technical specifications for VR HMDs which can be used as a guideline as technology changes. Further research and collaboration are anticipated to elaborate on the technical specifications to recommend for aviation training initiatives.