Background. Navigation errors are a frequent cause of serious accidents and work-related injuries
among seafarers. The present study investigated the effects of experience, perceived realism,
and situation awareness (SA) on the perceived learning outcome of simulator-based navigation
training.
Material and methods. Thirty-two Norwegian Navy officer cadets were assigned to a low and
a high mental workload conditions based on previous educational and navigational experience.
Results. In the low mental workload condition, experience (negatively associated), perceived
realism, and subjective SA explained almost half of the total variance in perceived learning
outcome. A hierarchical regression analysis showed that only subjective SA made a unique
contribution to the learning outcome. In the high mental workload condition, perceived realism
and subjective SA together explained almost half of the variance in perceived learning outcome.
Furthermore, both perceived realism and subjective SA were shown to make an independent
contribution to perceived learning outcomes.
Conclusions. The results of this study show that in order to enhance the learning outcomes
from simulator training it is necessary to design training procedures and scenarios that enable
students to achieve functional fidelity and to generate and maintain SA during training. This can
further improve safety and reduce the risk of maritime disasters.
(Int Marit Health 2010; 61; 4: 258-264
