The most cost effective method for training novice pilot’s instrument flight procedures has not been well investigated. Part-task scenarios condition and a whole task scenarios condition, both with different levels of feedback were compared in a between group study of novice pilots learning a 737 instrument approach with Microsoft ESP flight simulator. The two different types of training methods were evaluated after a series of training exposures by comparing the ability to pass a series of training scenarios along with a final test. This standard was created by 737 pilots, FAA regulations, and 737 instructors. These training methods were also evaluated on which style of feedback produces the best performance score in three sub conditions. The three sub conditions of feedback consisted of elaborative (hierarchal structured) feedback, fixed feedback (knowledge of results feedback), and no feedback. While no difference in the ability to train the pilots in a series of training scenarios was found for the type of training (part-task versus whole-task), fixed feedback demonstrated the best overall performance when compared against the other two feedback conditions.
","abstract_html":"<p>The most cost effective method for training novice pilot’s instrument flight procedures has not been well investigated. Part-task scenarios condition and a whole task scenarios condition, both with different levels of feedback were compared in a between group study of novice pilots learning a 737 instrument approach with Microsoft ESP flight simulator. The two different types of training methods were evaluated after a series of training exposures by comparing the ability to pass a series of training scenarios along with a final test. This standard was created by 737 pilots, FAA regulations, and 737 instructors. These training methods were also evaluated on which style of feedback produces the best performance score in three sub conditions. The three sub conditions of feedback consisted of elaborative (hierarchal structured) feedback, fixed feedback (knowledge of results feedback), and no feedback. While no difference in the ability to train the pilots in a series of training scenarios was found for the type of training (part-task versus whole-task), fixed feedback demonstrated the best overall performance when compared against the other two feedback conditions.</p>","abstract_has_math":false,"creators":["Rossi, Christian Jon"],"institution":null,"degree_name":"Master of Science in Human Factors & Systems","degree_level":"Thesis - Open Access","degree_discipline":"Human Factors and Systems","degree_department":null,"school":null,"contributors":["Jon French","Elizabeth L. Blickensderfer","Barbara Buck"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-04-01T07:00:00Z","date_published":"2009-04-01T07:00:00Z","updated_at":"2026-07-27T19:25:45Z","subjects":["training","feedback","flight training","simulation","instruments","Aviation","Aviation and Space Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.erau.edu/db-theses/177","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jon French","Elizabeth L. Blickensderfer","Barbara Buck"]},{"key":"dc:creator","label":"Author","values":["Rossi, Christian Jon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Factors and Systems"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Human Factors & Systems"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["training","feedback","flight training","simulation","instruments","Aviation","Aviation and Space Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.erau.edu/db-theses/177"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The most cost effective method for training novice pilot’s instrument flight procedures has not been well investigated. Part-task scenarios condition and a whole task scenarios condition, both with different levels of feedback were compared in a between group study of novice pilots learning a 737 instrument approach with Microsoft ESP flight simulator. The two different types of training methods were evaluated after a series of training exposures by comparing the ability to pass a series of training scenarios along with a final test. This standard was created by 737 pilots, FAA regulations, and 737 instructors. These training methods were also evaluated on which style of feedback produces the best performance score in three sub conditions. The three sub conditions of feedback consisted of elaborative (hierarchal structured) feedback, fixed feedback (knowledge of results feedback), and no feedback. While no difference in the ability to train the pilots in a series of training scenarios was found for the type of training (part-task versus whole-task), fixed feedback demonstrated the best overall performance when compared against the other two feedback conditions.
"]},{"key":"dc:title","label":"Title","values":["The Effect of Whole and Part-Task Training and Feedback during Simulated Instrument Flight Training"]}]}],"canonical_facts":{"dc:contributor":["Jon French","Elizabeth L. Blickensderfer","Barbara Buck"],"dc:creator":["Rossi, Christian Jon"],"dc:description.abstract":["The most cost effective method for training novice pilot’s instrument flight procedures has not been well investigated. Part-task scenarios condition and a whole task scenarios condition, both with different levels of feedback were compared in a between group study of novice pilots learning a 737 instrument approach with Microsoft ESP flight simulator. The two different types of training methods were evaluated after a series of training exposures by comparing the ability to pass a series of training scenarios along with a final test. This standard was created by 737 pilots, FAA regulations, and 737 instructors. These training methods were also evaluated on which style of feedback produces the best performance score in three sub conditions. The three sub conditions of feedback consisted of elaborative (hierarchal structured) feedback, fixed feedback (knowledge of results feedback), and no feedback. While no difference in the ability to train the pilots in a series of training scenarios was found for the type of training (part-task versus whole-task), fixed feedback demonstrated the best overall performance when compared against the other two feedback conditions.
"],"dc:identifier":["https://commons.erau.edu/db-theses/177"],"dc:subject":["training","feedback","flight training","simulation","instruments","Aviation","Aviation and Space Education"],"dc:title":["The Effect of Whole and Part-Task Training and Feedback during Simulated Instrument Flight Training"],"thesis:degree_discipline":["Human Factors and Systems"],"thesis:degree_level":["Thesis - Open Access"],"thesis:degree_name":["Master of Science in Human Factors & Systems"]},"updated_at":"2026-07-27T19:25:45Z"}