From Tutor to Co-Instructor: AI–Human Instructor Roles in Maritime Simulator Training and Assessment

Abstract

Artificial intelligence (AI) has become increasingly prevalent across diverse domains, including maritime operations, where its potential to enhance training and assessment is gradually recognised. AI-enabled adaptive learning platforms can tailor simulator training to learners’ performance, delivering dynamic feedback loops that enhance continuous improvement. Such platforms enhance engagement, knowledge retention, and competency development benefits particularly relevant to complex maritime tasks including cargo handling, route optimisation, and machinery maintenance. While previous research demonstrates AI’s potential for adaptive learning and assessment, the pedagogical role of AI relative to human instructors remains unclear in maritime education and training. We conducted twelve semi-structured interviews with experienced practitioners in simulator-based training and assessment in the maritime domain. The interviews were transcribed and thematically analysed. The findings of our research demonstrated (1) instructors’ perceptions of possibilities and concerns of integrating AI into simulator-based maritime, (2) the relational dynamics between AI and human instructors and (3) types of AI-integrated simulator training. We highlight the AI affordances across simulator-based training continuum, in the preparatory, scenario and debriefing, post-simulation phases. Additionally, we propose three types of AI-integrated simulator training: AI supported, AI augmented and AI instructed. Although AI has potential to alleviate instructor’s workload in designing, implementing and assessing instructional practice, AI remains scaffolding rather than a replacement of human instructors in facilitating professional training.

Keywords: AI, Artificial Intelligence, Simulator-based Training, AI-human Instructor, AI Affordance, Scaffolding, Maritime, Simulator-based Training Continuum.

DOI: 10.54941/ahfe1007996