Using Microsoft Flight Simulator in the Classroom to Improve Student Pilot Aeronautical Decision-Making Skills

In the Aerospace Department at Middle Tennessee State University, Microsoft Flight Simulator (MFS) has been utilized in the classroom for several semesters in an effort to develop student aeronautical decision-making (ADM) skills. This software is used to create realistic scenarios which are experienced in class. Two Private Pilot ground school classes were evaluated to determine if experiencing these MFS scenarios had an impact on student development of ADM skills. At the beginning of the semester, each student completed a baseline evaluation of their ADM skills. One class was taught incorporating MFS scenario-based training, while the other class discussed the same scenarios in traditional case study format. At course completion, students completed a second evaluation of their ADM skills. It was found that while both classes made gains in their ADM abilities over the course of the semester, the class taught using MFS demonstrated significantly higher gains in these skills

A Evaluation of the Perceived Effect of Personal Computer Aviation Training Devices for Instrument Flight Training

As personal computer aviation training devices (PCATDs) come into wider use for instrument flight training the question of the effectiveness of these devices continues to be asked. This paper reports the findings of a survey designed to measure the perceived effectiveness of PCATDs for various lessons in instrument flight training. Flight students and flight instructors who utilized PCATDs for 12 specific flight lessons were administered a Likert-scale questionnaire which requested an effectiveness rating for each lesson. The perceived effectiveness of PCATDs for use in assignments outside the curriculum was also investigated. The PCATDs were rated to be most effective in the flight lessons that introduced a new concept, versus lessons that reviewed a concept already known. The devices were rated as very effective for additional student practice beyond the curriculum

A Comparison of the Effectiveness of PC-Based Aviation Training Devices and Conventional Flight Training Devices for Instrument Flight Training

Since the time instrument flight became common, ground training devices have been used to teach students basic instrument flight skills. The skills which students learn in these ground trainers are then transferred to an aircraft during later stages of training. There are three types of ground training devices that are recognized by the Federal Aviation Administration for flight training purposes. The first type of device is called a simulator, which is a device “that exactly duplicates the performance and physical aspects of a specific airplane (Butcher, 1996). Simulators are multi-million dollar machines, which are mounted on hydraulic legs and have full visual displays. These machines are so realistic that it is possible for a pilot to be trained to certificate completion in such a device, with no time in an actual aircraft. The use of these devices is typically limited to airline use, due to both their initial and operating costs

Pre-Testing as a Method of Conveying Learning Objectives

Teaching methodologies involving student pre-testing have been used in K-12 education for a number of years. Although pre-testing has been conducted in some collegiate classrooms, there have been very few studies published regarding the effectiveness of the concept. This paper reports the results of a study in which one Introduction to Aerospace class was given a pre-test at the start of each unit of study, while a second class received a list of specific learning objectives at the start of each unit. The post-test unit test results of the two classes were then compared. The results of the study indicate that pre-testing may be a very effective means of communicating course expectations to students

FAA Designated Pilot Examiner System Insights

As part of the Federal Aviation Administration (FAA) Reauthorization Act of 2018 the FAA was required by Congress to review Designated Pilot Examiner (DPE) policies and procedures. This task was delegated to the Designated Pilot Examiner Reforms Working Group (DPERWG). This Group delivered its recommendations to the FAA in June 2021, and this research study was conducted in late January of 2022 to attempt to provide additional insights to the agency prior to its required response to the DPERWG in June of 2022. This research project aimed to provide perceptions of the current DPE system from both DPEs and flight schools nationwide, as well as feedback on selected DPERWG recommendations. Surveys of these two populations were conducted seeking stakeholder perceptions on the current DPE system including: 1) wait times for scheduling check rides, 2) the level of activity of DPE’s, and 3) the prevalence of applicants and/or examiners traveling to check ride sites other than their home airport. Feedback on specific recommendations made by the DPERWG were also solicited including: 1) the implementation of a confidential survey applicant feedback system, 2) the possibility of moving to a national oversight model for the DPE system, 3) the perceptions of and improvements seen as necessary for the current FAA DPE locator website, 4) the possibility of treating oral and flight exams as separate events, and 5) changing medical certificate requirements for DPEs. There were significant differences in perceptions of DPEs and flight training providers regarding the wait times incurred when scheduling check rides, but there was general consensus regarding the travel of both applicants and DPEs for the conduct of those rides. There was also consensus between the two surveyed groups regarding most of the DPERWG recommendations which were examined by the surveys

FAA Designated Pilot Examiner System Insights

As part of the Reauthorization Act of 2018 the FAA was required to assign to the Aviation Rulemaking Advisory Committee (ARAC) a review of the current Designated Pilot Examiner (DPE) policies. The ARAC in turn assigned this task to the Designated Pilot Examiner Reforms Working Group (DPERWG). This Group delivered its recommendations to the FAA in June 2021, with an FAA response to the Group due by June 2022. The purpose of this research project is to provide more insight regarding the current DPE system from all stakeholders prior to that deadline. Survey data from both current DPE’s and flight schools nationwide will be shared. These surveys address stakeholder perceptions on components of the DPE system including: 1) wait times for check rides, 2) activity level of DPE’s, 3) the effect rescinding constraints on geographical regions and the ability to do up to three check rides per day has had, 4) the prevalence of applicants and/or examiners traveling to check ride sites other than their home airport, and 5) feedback on a number of specific recommendations made by the DPERWG. These items include changes to the DPE application process, the development of an applicant feedback system, changes to the number of events per day which can effectively be conducted, a national DPE oversight model versus the current FSDO oversight model, the treatment of oral and flight tests as separate events, and the effectiveness of the DPE locator on the FAA website

Pathways through which higher neighborhood crime is longitudinally associated with greater body mass index

Abstract Background Although crime and perceived safety are associated with obesity and body mass index (BMI), the pathways are less clear. Two likely pathways by which crime and perceived safety may impact obesity are through distress and physical activity. Methods We examined data from 2013 to 2014 for 644 predominantly African-American adults (mean age 57 years; 77% female) living in low-income Pittsburgh, PA neighborhoods, including self-reported perceptions of safety and emotional distress, interviewer-measured height/weight, and physical activity measured via accelerometry. We used secondary data on neighborhood crime from 2011 to 2013. We built a structural equation model to examine the longitudinal direct and indirect pathways from crime to BMI through perceived safety, distress and physical activity. Results Long-term exposure to crime was positively associated with lack of perceived safety (β = 0.11, p = 0.005) and lack of perceived safety was positively associated with BMI (β = 0.08, p = 0.03). The beneficial association between physical activity and BMI (β = −0.15, p < 0.001) was attenuated by a negative association between crime and physical activity (β = −0.09, p = 0.01). Although crime was associated with distress we found no evidence of a path from crime to BMI via distress. Conclusions Our findings suggest decrements in perceived safety and physical activity are important processes that might explain why neighborhood crime is associated with greater BMI.https://deepblue.lib.umich.edu/bitstream/2027.42/139054/1/12966_2017_Article_611.pd

One size doesn’t fit all: cross-sectional associations between neighborhood walkability, crime and physical activity depends on age and sex of residents

Abstract Background Low-income African American adults are disproportionately affected by obesity and are also least likely to engage in recommended levels of physical activity (Flegal et al. JAMA 303(3):235-41, 2010; Tucker et al. Am J Prev Med 40(4):454-61, 2011). Moderate-to-vigorous physical activity (MVPA) is an important factor for weight management and control, as well as for reducing disease risk (Andersen et al. Lancet 368(9532):299-304, 2006; Boreham and Riddoch J Sports Sci 19(12):915-29, 2001; Carson et al. PLoS One 8(8):e71417, 2013). While neighborhood greenspace and walkability have been associated with increased MVPA, evidence also suggests that living in areas with high rates of crime limits MVPA. Few studies have examined to what extent the confluence of neighborhood greenspace, walkability and crime might impact MVPA in low-income African American adults nor how associations may vary by age and sex. Methods In 2013 we collected self-reported data on demographics, functional limitations, objective measures of MVPA (accelerometry), neighborhood greenspace (geographic information system), and walkability (street audit) in 791 predominantly African-American adults (mean age 56 years) living in two United States (U.S.) low-income neighborhoods. We also acquired data from the City of Pittsburgh on all crime events within both neighborhoods. Exposure: To examine cross-sectional associations of neighborhood-related variables (i.e., neighborhood greenspace, walkability and crime) with MVPA, we used zero-inflated negative binomial regression models. Additionally, we examined potential interactions by age (over 65 years) and sex on relationships between neighborhood variables and MVPA. Results Overall, residents engaged in very little to no MVPA regardless of where they lived. However, for women, but not men, under the age of 65 years, living in more walkable neighborhoods was associated with more time engaged in MVPA in (β = 0.55, p = 0.007) as compared to their counterparts living in less walkable areas. Women and men age 65 years and over spent very little time participating in MVPA regardless of neighborhood walkability. Neither greenspace nor crime was associated with MVPA in age-sex subgroups. Conclusions Neighborhood walkability may play a stronger role on MVPA than accessible greenspace or crime in low-income urban communities. Walkability may differentially impact residents depending on their age and sex, which suggests tailoring public health policy design and implementation according to neighborhood demographics to improve activity for all.http://deepblue.lib.umich.edu/bitstream/2027.42/135725/1/12889_2016_Article_3959.pd

Using Microsoft Flight Simulator in the Classroom to Improve Student Pilot Aeronautical Decision-Making Skills

In the Aerospace Department at Middle Tennessee State University, Microsoft Flight Simulator (MFS) has been utilized in the classroom for several semesters in an effort to develop student aeronautical decision-making (ADM) skills. This software is used to create realistic scenarios which are experienced in class. Two Private Pilot ground school classes were evaluated to determine if experiencing these MFS scenarios had an impact on student development of ADM skills. At the beginning of the semester, each student completed a baseline evaluation of their ADM skills. One class was taught incorporating MFS scenario-based training, while the other class discussed the same scenarios in traditional case study format. At course completion, students completed a second evaluation of their ADM skills. It was found that while both classes made gains in their ADM abilities over the course of the semester, the class taught using MFS demonstrated significantly higher gains in these skills

The Effectiveness of Microsoft Flight Simulator as a Training Aid for Private Pilot Training and Proficiency

The debate regarding the effectiveness of computer-based software for pilot training and proficiency has been ongoing since such software first became available. While studies on the efficacy of such software have been and continue to be conducted, pilots are in large number utilizing such packages. A nationwide survey was conducted to determine how the Microsoft Flight Simulator (MFS) software package is being used by pilots for both initial private pilot training and for maintaining proficiency once certificated. Over 650 survey respondents evaluated the effectiveness of MFS in 14 areas of pilot operations. It was found that over 40% of respondents used the software package during their private training, and that 85% of respondents now use the software package to help maintain their proficiency. These findings indicate that student and private pilots have embraced MFS as a useful training and proficiency aid