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Virtual reality (VR) is being researched and incorporated into curricula and training programs to expand educational opportunities and enhance learning across many fields. Although researchers are exploring the learning affordances associated with VR, research surrounding students’ perceptions of the technology, and intentions to use it for training has been neglected. The goal of this research was to determine the factors that influence students’ intention to use VR in a dynamic learning environment. An extended Technology Acceptance Model (TAM) was developed that incorporates factors related to education and the use of VR technology in training environments. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) processes were employed. Nine of 14 hypotheses in the original model were supported, and eight of the nine predictor factors of the model were determined to directly or indirectly impact behavioral intention (BI). The original TAM factors had the strongest relationships. Relationships between factors particularly relevant to VR technology and learning were also supported. The results of this study may guide other educators interested in incorporating VR into a dynamic learning environment.

Aviation is an interdisciplinary subject that has influenced human development over the last century. Learning about aviation exposes students to principles of flight, language, earth science, aeronautical engineering, flight training and airmanship. In K-12 education, educators have started to encourage children to learn science, technology, engineering and mathematics (STEM) subjects via aviation-themed activities to develop future scientists and engineers. This study investigated upper primary students’ motivations to learn STEM via engaging in flight simulation experiences. The sample consisted of 345 10-to 13-year-old Hong Kong students from 8 primary schools. A modified version of the 31-item Science Motivation Questionnaire II (SMQ II) with four subscales with a focus on aviation was used. The relationships between intrinsic motivation, extrinsic motivation, self-efficacy and peer support across gender and performance were examined. The data obtained were analysed using factor analysis and a regression model. According to our model, students are most strongly motivated by peer support, followed by intrinsic motivation, and they are least motivated by self-efficacy. As expected, our results indicate that a gender gap exists in aviation-themed STEM learning. These findings can help educators to better understand students’perceptions of aviation science and further develop related learning activities.

IntroductionAs the role of robot-assisted surgery continues to expand, development of standardised and validated training programmes is becoming increasingly important. We aim to compare current robotic training curricula with training in aviation, to evaluate current similarities and to provide insight into how healthcare can further learn from replicating initiatives in aviation training.MethodsA systematic literature review of the current evidence was conducted online and relevant publications and information were identified. Evaluation and comparison between training in robotic surgery and the aviation industry was performed.ResultsThere are significant similarities between modern robotic training curricula and pilot training. Both undergo basic training before proceeding to advanced training. Aviation training methods include classroom instruction, e-learning and practical training, in both the aircraft and flight simulation training devices. Both surgeon and pilot training include technical and procedural instruction as well as training in non-technical skills such as crisis management, decision making, leadership and communication. However, there is more regulation in aviation, with international standards for training curricula, simulation devices and instructors/trainers that are legally binding. Continuous learning with re-qualification with benchmarked high stakes tests are also mandatory throughout a pilot’s and instructor’s career.ConclusionRobotic surgeons and pilots roles have many fundamental similarities. Both work with expensive and complex technology requiring high levels of skills, within working environments with high physiological and psychological stress levels. Whilst many initiatives in aviation training have already been replicated in surgical training there remain considerable differences in regulation. Adopting established and proven aviation methods of assessment and regulation could help robotic surgical training become more efficient, more effective and ultimately safer.

Background Aviation English, a specialised language field for areas like aircraft maintenance, involves more complex pedagogy than general English, as it addresses specific learner needs within an aviation context. Teachers in this field must understand aviation-specific content and students’ linguistic needs to design courses that meet professional communication demands while adhering to legal and safety standards emphasizing clarity. Methods This study examined Malaysian aviation English teachers’ experiences in developing tailored courses. Using semi-structured interviews with three teachers from aviation schools accredited by the Malaysian Qualifications Agency (MQA) and the Civil Aviation Authority of Malaysia (CAAM), data were transcribed and analysed in ATLAS.ti, with rigor ensured through member checking, prolonged engagement, and external audits. Results Findings revealed three key themes: teachers’ understanding of aviation English, integration of aviation content, and instructional challenges. Participants described an extensive learning process in acquiring aviation knowledge and creatively integrating it into lessons through relevant activities and real-life applications. Challenges included varied student abilities, limited resources, and inadequate institutional support. Conclusions The study explored how English teachers acquire and apply aviation knowledge and teaching skills, highlighting areas that could benefit from improved training and credentialing. Limitations include a small sample size and brief data collection period (March to August 2024), restricting generalisability, while the thematic analysis method may limit deeper exploration of nuanced experiences. Nonetheless, the study offers insights to enhance aviation English instruction for aviation students’ linguistic and professional needs.

This study examined whether pilots operating a flight simulator completed digital or paper flight checklists more accurately after receiving postflight graphic and verbal feedback. The dependent variable was the number of checklist items completed correctly per flight. Following treatment, checklist completion with paper and digital checklists increased from 38% and 39%, respectively, to nearly 100% and remained close to 100% after feedback and praise for improvement were withdrawn. Performance was maintained at or near 100% during follow‐up probes.

In recent years, the impact of professional training on brain structure has sparked extensive research interest. Research into pilots as a high-demand, high-load, and high-cost occupation holds significant academic and economic value. The aim of this study is to investigate the effects of flight training on the brain structure and cognitive functions of flying cadets. The structural magnetic resonance imaging (sMRI) data from 39 flying cadets and 37 general college students underwent analysis using voxel-based morphometry (VBM) and surface-based morphometry (SBM) methods to quantitatively detect and compute multiple indicators, including gray matter volume (GMV), curvature, mean curvature of the white matter surface (MC-WMS), the percentage of surface white matter gray matter (WM-GM percentage), surface Jacobi (S-Jacobi), and Gaussian curvature of white matter surface (GC-WMS). At the voxel level, the GMV in the left temporal pole: middle temporal gyrus region of flying cadets significantly decreased (Gaussian random field, GRF, P < 0.05). At the surface level, there was a significant increase in curvature, MC-WMS, and S-Jacobi in the lateral occipital region of flight cadets (Monte Carlo block level correction, MCBLC, P<0.05), a significant increase in WM-GM percentage in the cuneus region of flight cadets (MCBLC, P<0.05), and a significant increase in GC-WMS in the middle temporal region of flight cadets (MCBLC, P<0.05). In addition, these changes were correlated with behavioral tests. Research suggested that flight training might induce changes in certain brain regions of flying cadets, enabling them to adapt to evolving training content and environments, thereby enhancing their problem-solving and flight abilities. By analyzing multiple indicators at the voxel and surface levels in an integrated manner, it advances our understanding of brain structure, function, and plasticity, while also facilitating a more profound exploration of the neural mechanisms within the pilot's brain.

Background Acquiring proficiency in advanced life support (ALS) can pose challenges for novice learners. Simulation-based training (SBT) is widely used to address this, offering learners opportunities to practise and receive feedback during debriefing. However, existing performance tools often lack the clarity, behavioural specificity, and educational scaffolding required to support deep reflective learning. This study aimed to develop and evaluate the Performance Reflection Model for Resuscitation (PRM-Resus) and to integrate it with the ALS Team Model and structured video exemplars as a comprehensive learning package to enhance ALS training. Methods The study involved four phases. Phase 1 created the ALS Team Model to clarify individual roles. Phase 2 focused on co-designing PRM-Resus, using team expertise and the Team Model to create behaviourally anchored performance descriptors. In Phase 3, video scenarios were produced to represent ALS team performance at varying proficiency levels. Phase 4 evaluated the PRM-Resus through expert think-aloud studies. Qualitative content analysis was used alongside Cronbach’s alpha to assess internal consistency and its use for SBT. Results The PRM-Resus comprises four domains—clinical skills, clinical knowledge, team management, and leadership—each defined by behavioural descriptors across three performance levels. The participating experts endorsed the tool’s clarity, structure, and educational value for novice learners. Internal consistency was high (α > 0.95). When used alongside the ALS Team Model and video exemplars, PRM-Resus facilitated deeper performance analysis, which had potential for enhancing post-simulation reflection and supporting faculty development. Conclusions This study presents a novel, interdisciplinary framework that integrates PRM-Resus, the ALS Team Model, and video exemplars to support reflective learning in ALS simulation. Together, these tools help novice learners build a concrete understanding of effective team performance and enable educators to deliver more structured feedback. Further research should explore its impact on learner development and potential translation into improved clinical outcomes.

This study explores potential disparities between flight instructor evaluations and pilot self-assessments in the context of full flight simulator training. Evaluated performance was based on the Competency-based Training and Assessment framework, a recent development of competency-based education within aviation. Self-assessed performance is derived from survey responses and debriefing interviews. The simulator session involves eight multi-crew pilot training graduates and eight experienced flight captains, encompassing two tasks featuring sudden technical malfucntions during flight. The flight instructor’s evaluations reveal no significant differences in pilot performance. However, disparities become apparent when pilots engaged in reflecting their performance. Novice pilots, despite perceiving both tasks as easy, exhibited an overconfidence that led them to underestimate the inherent risks. Conversely, experienced pilots demonstrated greater caution towards the risks and engaged in discussing possible hazards. Furthermore, this study highlights the challenge of designing flight simulator training that incorporates surprise elements. Pilots tend to anticipate anomalies more readily in simulator training than during actual flights. Thus, this study underscores the importance of examining how pilots reflect on their performance, complementing the assessment of observable indicators and predefined competencies.

This study examined whether pilots completed airplane checklists more accurately when they receive postflight graphic and verbal feedback. Participants were 8 college students who are pilots with an instrument rating. The task consisted of flying a designated flight pattern using a personal computer aviation training device (PCATD). The dependent variables were the number of checklist items completed correctly. A multiple baseline design across pairs of participants with withdrawal of treatment was employed in this study. During baseline, participants were given postflight technical feedback. During intervention, participants were given postflight graphic feedback on checklist use and praise for improvements along with technical feedback. The intervention produced near perfect checklist performance, which was maintained following a return to the baseline conditions.

Erratum for “Aslan, A. (2022). The opinions and needs of science center instructors: The case of Gokmen space and aviation training center (GUHEM). Problems of Education in the 21st Century, 80(6), 792–810. https://doi.org/10.33225/pec/22.80.792”.