Wojcik DZ, Moulin CJA, Fernandez A. Assessment of metacognition in aviation pilot students during
simulated flight training of a demanding maneuver.
Appl Ergon 2021;
95:103427. [PMID:
33895470 DOI:
10.1016/j.apergo.2021.103427]
[Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2020] [Revised: 03/03/2021] [Accepted: 03/30/2021] [Indexed: 06/12/2023]
Abstract
This study adapted the Demand Resource Evaluation Scores (DRES) as a metacognitive indicator in assessing pilot students' perceptions during simulated training of a novel maneuver. Typically, positive DRES are associated with perceiving a demanding situation as a challenge and with improved performance, while negative DRES are linked to a perception of the situation as a threat, and to poorer performance. The novelty here was to assess DRES before and after the task and across three missions. Overall, students were found to change their perceptions from threat to challenge over time. Also, increased DRES were positively correlated with performance progressing from mission to mission, indicating that the students reflect on their performance as they advance in their training. These findings show that individual metacognitive evaluations of a stressful aviation maneuver might be important for the progress in performance. The results are discussed in terms of flight safety and pilot training.
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