Affect influences learning and training through various cognitive, psychomotor and motivational processes. This research aims to examine the role of affect in aviation training. Participants’ (N = 19) affect and performance were examined in simulated aviation training while they performed ten tasks. Affective states were inferred from electrodermal activity, facial expression and NASA Taskload Index. Performance accuracy was graded with the rubrics provided by pilot instructors in CAE Inc. We found that arousal (inferred from electrodermal activity) positively predicted performance in the level 2 (easy) task (F(1, 17) = 7.408, p < 0.05, std β = 0.55). Mental workload (as measured from self-report) negatively predicted performance in the level 3 (medium difficulty) (F(1, 15) = 4.598, p < 0.05, std β = −0.54) and level 4 (difficult) tasks (F(1, 15) = 12.85, p < 0.01, std β = −0.73), controlling for affect valence and arousal. This research is a preliminary step to a reconsideration of affect in theoretical frameworks in aviation. It demonstrates a comprehensive assessment of affect in aviation training, which could provide guidelines for instructional interventions to improve the overall training experience and pilot performance.

中文翻译：

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用多模态情感推理预测航空训练表现

情感通过各种认知、心理运动和动机过程影响学习和训练。本研究旨在检验情感在航空培训中的作用。参与者 ( N  = 19) 的情感和表现在模拟航空训练中进行了检查，同时他们执行了 10 项任务。情感状态是从皮肤电活动、面部表情和 NASA 任务负荷指数推断出来的。表现准确性由 CAE Inc. 的飞行员教员提供的量规评分。我们发现唤醒（从皮肤电活动推断）积极预测 2 级（简单）任务的表现（F (1, 17) = 7.408, p  < 0.05,标准β = 0.55）。心理工作量（根据自我报告衡量）对 3 级（中等难度）（F (1, 15) = 4.598，p  < 0.05，std β  = -0.54）和 4 级（困难）任务（F (1, 15) = 12.85, p  < 0.01, std β  = -0.73)，控制情感效价和唤醒。这项研究是重新考虑航空理论框架中的影响的初步步骤。它展示了对航空培训影响的综合评估，可以为教学干预提供指导，以改善整体培训体验和飞行员表现。