Enhancing Scenario Design in Maritime Education and Training

Abstract: Within maritime education and training, the value of simulator-based training has long been recognized. Simulation is a powerful tool in providing students with immersive and experiential opportunities in practicing complex professional tasks in a controlled environment. In an industry where mistakes can have catastrophic consequences, the importance of providing students with an education which focuses on good seamanship, rather than simply training individual skills, is evident, with strong emphasis on training competencies such as communication, collaboration, and decision-making. Much focus in existing literature is placed upon factors such as the fidelity of the simulator and the role of the instructor during the simulation, for example, but very little has been published around the design of the scenario exercises themselves. This gap in understanding what constitutes a well-designed scenario, and the process involved in effective scenario design is addressed by this study. Semi-structured interviews have been conducted with experienced instructors from a range of institutions across Sweden, Norway, Finland, and the Netherlands. The goal of the interviews was to uncover valuable insights into the process of designing and developing scenario exercises, focusing on the key considerations that contribute to the success of such training programs. While the initial aim of the study was to develop a systematic approach to scenario design, the findings also revealed some key concerns that provide more in-depth insight into the complexity of good scenario design. Instructors emphasize the need for scenario exercises that not only mimic real-world situations, but also align with specific educational objectives. This highlights the importance of designing scenarios that accommodate the varying levels of knowledge and experience found in a group of students. The scenarios must be both concrete enough to ensure the objectives are met, and flexible enough that the instructor can cater to these individual student needs. In addition to the specific skills being trained, the scenario must be designed in a way which further embeds the non-technical skills, such as communication, teamwork, and reflexivity, central to good seamanship. Through increasing the understanding of effective scenario design, this study aims to contribute to the existing body of knowledge on simulator-based maritime education and training. The use of a recognized instructional design model, developed for training complex tasks, is recommended as complementing the existing approach taken by simulator instructors, formalizing their current practice, and providing a much-needed resource in the form of a systematic approach that captures the nuances of the instructors’ experience.

Keywords: Maritime Education And Training, Simulator-Based Training, Scenario Design, Instructional Design

DOI: 10.54941/ahfe1005266

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