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Importance Of Simulator Training

By Author: Eesha Zaveri
Total Articles: 17

Most of the studies on training were conducted with fixed-base simulators, a 180º-270º visual field, virtual mirrors, and realistic control devices like steering wheel, gears, pedals, etc. However, the results obtained in the studies were less related to the type of simulator used and more to the relationship between the characteristics being trained and the training programme's design for them. Different studies that develop and test of the simulators confirm their ability to encourage the learning of certain skills, such as basic vehicle control, parking manoeuvres for unloading, and fuel efficiency. There are indications, in studies with many variable quality, that the man-machine interaction facilitates learning and that this learning improves if the training is more tailored or if the instruments are better suited to their objectives of the training.
Given results have not been replicated in real-world situations, we can question their validity for guiding the use of simulators in actual training programmes. However, some studies have evaluated the effectiveness of simulation-based training in real organisations, partly confirming its potential to replace and/or complement the traditional on-the-road and behind-the-wheel training because it shows similar performance in terms of learning transfer, is positively evaluated by users, facilitates faster learning, or demonstrates an effective skills transfer, particularly in terms of learning about fuel efficiency it is. However, the long-term effects of simulation-based training have not been investigated till date.
The training programmes used regularly by companies that transport products and/or people have been positively evaluated by the users, whether they are learners, instructors, or directors of the road transport industries. The following observations were also made: In the case of fuel efficiency training, there was a gain in the driver's economic performance, the simulated response of the controls is more important than how closely these controls physically resemble the real controls and the type of simulator can influence learning program, which means that companies must be aware of which type of skills they need to train before purchasing training simulators.
There is no evidence that training with these instruments reduces accidents, although one publication is present with no reliable scientific verification suggests that this training programme reduced accidents by 5.9% rate. However, simulators are potentially interesting instruments, but the set of texts investigated did not show sufficient evidence that they are a better instrument, more suitable and economically viable than traditional professional driver training. Note that, although they are interesting, there are still no data that confirms there is any compensation for the heavy investment in purchasing, preparing, and maintaining driver training India, which casts a shadow on their future.
However, study on bus driving simulator helps in large transport companies making systematic use of these instruments, although this study refers to the period prior to the housing crisis, which may have altered this picture. To the extent that a training practice should be anchored in theories about learning, knowledge, and activity and that these theories influence the different uses of simulators, it is important to determine which theories have been referenced in the literature. Although few texts highlight the theoretical grounds that guide their practices, a careful analysis allowed us to deduce some of their foundations.

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