Each year maritime accidents occur at sea causing human casualties. Training facilities serve to reduce the risk of human error by allowing maritime teams to train safety procedures in cooperative real-size immersive simulators. However, they are expensive and only few maritime professionals have access to such simulators. Virtual Reality (VR) can provide a digital all-immersive learning environment at a reduced cost allowing for increased access. However, a key ingredient of what makes all-immersive physical simulators effective is that they allow for multiple participants to engage in cooperative social interaction. Social interaction which allows trainees to develop skills and competencies in navigating situational awareness essential for safety training. Social interaction requires social fidelity. Moving from physical simulators into digital simulators based upon VR technology thus challenges us as HCI researchers to figure out how to design social fidelity into immersive training simulators. We explore social fidelity theoretically and technically by combining core conceptual work from CSCW research to the design experimentation of social fidelity for maritime safety training. We argue that designing for social fidelity in VR simulators requires designers to contextualize the VR experience in location, artifacts, and actors structured through dependencies in work allowing trainees to perform situational awareness, coordination, and communication which are all features of social fidelity. Further, we identify the risk of breaking the social fidelity immersion related to the intent and social state of the participants entering the simulation. Finally, we suggest that future designs of social fidelity should consider not only trainees in the design, but also the social relations created by the instructors’ guidance as part of the social fidelity immersion.
Within realistic time constraints we successfully trained six occupational health and safety professionals in applying a Design Thinking (DT) approach to solve complex musculoskeletal and psychosocial problems at work. DT may be defined by the double diamond model pointing to a non-linear and user-centred problem-solving process iterating through divergent and convergent phases A key characteristic of DT is the ability to frame a problematic situation in new and interesting ways. The training was done in a full-day workshop followed by a learning-by-doing phase in which they planned and completed design sprint workshops in companies. The professionals went from novices into advanced beginners according to the Dreyfus model of skill acquisition. In the overall question of the usefulness of DT in OHS management, the average rating went from 6 before the training course to 9.5 after. In an evaluation of the DT approach on a 1–5 scale they rated design sprints at 3.8 to be more appropriate to manage complex problems than the methods they normally used. However, more experience seems necessary to adopt the DT mind set of an iterative process, in which they need to decide which tools to use in an emergent, nonlinear and iterative fashion.
Over the recent decades, there has been an increasing focus on energy-efficient operation of vessels. It has become part of the political agenda, where regulation is the main driver, but the maritime industry itself has also been driven towards more energy-efficient operation of the vessels, due to increasing fuel costs. Improving the energy efficiency on board vessels is not only a technical issue - factors such as awareness of the problem, knowledge skills and motivation are also important parameters that must be considered.
The paper shows how training in energy-efficient operation and awareness can affect the energy consumption of vessels. The study is based on navigational, full-mission simulator tests conducted at the International Maritime Academy SIMAC. A full-mission simulator is an image of the world allowing the students to obtain skills through learning-by-doing in a safe environment. Human factors and technical issues were included and the test sessions consisted of a combination of practical simulator exercises and reflection workshops.
The result of the simulator tests showed that a combination of installing technical equipment and raising awareness - making room for reflections-on and in-action - has a positive effect on energy consumption. The participants, on average, saved approximately 10% in fuel.