| | Aircraft inspection and maintenance are an essential
part of a safe, reliable air transportation system. Training has
been identified as the primary intervention strategy in
improving inspection performance (Gramopadhye, et. al,
1998). If training is to be successful, it is clear that inspectors
need to be provided with training tools to help enhance their
inspection skills. Existing training for inspectors in the aircraft
maintenance environment tends to be mostly on-the-job.
Nevertheless, this may not be the best method of instruction
(Gramopadhye et al., 1995; Latorella et al., 1992). For
example, in OJT feedback may be infrequent, unmethodical,
and/or delayed. Moreover, in certain instances feedback is
economically prohibitive or infeasible due to the nature of the
task. Thus, because the benefits of feedback in training have
been well documented (e.g., Weiner, 1975), and for other
reasons as well, alternatives to OJT are sought. Furthermore,
training for improving visual inspection skills of aircraft
inspectors is generally lacking at aircraft repair centers and
aircraft maintenance facilities (FAA, 1991; FAA 1993).
However, the application of training knowledge to enhance
visual inspection skills has been well documented in the
manufacturing industry. Training has been shown to improve
the performance of both novice and experienced inspectors
(Gramopadhye et al., 1995; Drury et al., 1991; Weiner, 1975).
Visual inspection skills can be taught effectively using
representative photographic images showing a wide range of
conditions with immediate feedback on the trainees decision
in a controlled environment (Blackmon, 1996). Using realistic
photographic images as a training aid in controlled practice
with feedback has also been shown to be superior to only on-
Thus, off-line training/retraining with feedback has a
role to play in aircraft inspection training. One of the most
viable approaches for delivering training given the many
constraints and requirements imposed by the aircraft
maintenance environment is computer-based training.
Computer-based training offers several advantages relative to
traditional training approaches; for example, computer-based
training is more efficient, facilitates standardization, and
supports distance learning. With computer technology
becoming cheaper, the future will bring an increased
application of advanced technology in training. Over the past
decade, instructional technologists have offered numerous
technology-based training devices with the promise of
improved efficiency and effectiveness. These training devices
are being applied to a variety of technical training
applications. Examples of such technology include computer-
based simulation, interactive videodiscs, and other derivatives
of computer based applications. Compact disc read only
memory (CD-ROM) and Digital Video Interactive (DVI) are
two other technologies which will provide us with the "multi-
media" training systems of the future. Many of these training
delivery systems such as computer aided instruction, computer
based multi-media training and intelligent tutoring systems are
already being used today, thus ushering in a revolution in
training.
In the domain of visual inspection, the earliest efforts
to use computers for off-line inspection training were reported
by Czaja and Drury, 1981. They used keyboard characters to
develop a computer simulation of a visual inspection task.
Other researchers to study inspection performance in a
laboratory setting have also used similar simulations (e.g., | |
