ABSTRACT

Objective: The present research investigated the relationship and the efficacy of two different modalities in which feedback is provided, namely “visual” and “auditory” on student pilot learning.

Background: Pilot training has remained relatively unchanged for over thirty years. The syllabi for flight training contains little information about specific educational techniques or instructions that may assist the flight instructor in his/her role. Matching the learning style of the student, to that of the teaching style of the educator/instructor has the potential to improve learning outcomes.

Method: Eighteen trainee pilots were divided into either visual or auditory learners based on the VARK learning styles model and asked to complete three test flights involving a left-hand circuit using a flight simulator. After each flight, pilots received feedback (control – no feedback, visual, auditory) about a different aspect of their flight performance (actual compared to target).

Results: The results revealed when the modality in which the feedback was provided matched the preferred learning style of the pilot, improvements in performance resulted. When there was a mismatch between the two, adverse effects were evident for auditory learners only.

Conclusion: From a theoretical perspective, the results provide clear evidence of the link between learning and teaching styles. From an applied perspective, these results highlight the potential benefits of aligning teaching and learning styles in flight training.

摘要

目的：本研究调查了提供反馈的两种不同模式的关系和功效，即对学生飞行员学习的“视觉”和“听觉”。

背景：30多年来，飞行员培训一直保持相对不变。飞行训练大纲几乎没有关于特定教育技术或说明的信息，这些信息可能会帮助飞行教员发挥作用。将学生的学习风格与教育者/教师的教学风格相匹配，具有改善学习成果的潜力。

方法：根据VARK学习风格模型，将18名受训飞行员分为视觉或听觉学习者，并要求他们使用飞行模拟器完成3次涉及左侧回路的试飞。每次飞行后，飞行员都会收到有关其飞行性能不同方面的反馈（控制-无反馈，视觉，听觉）（实际与目标相比）。

结果：结果表明，当提供反馈的方式与飞行员的首选学习风格相匹配时，性能会得到改善。当两者之间不匹配时，不良反应仅对听觉学习者明显。

结论：从理论上讲，结果为学习与教学风格之间的联系提供了明确的证据。从应用的角度来看，这些结果突出了在飞行训练中调整教学风格的潜在好处。