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This study aimed to evaluate the impact of flight simulator training on the enhancement of perceptual-motor skills among flight cadets. Perceptual-motor skills act as a crucial link through which pilots translate their environmental perceptions into precise maneuvers, a capability that is particularly vital in dynamic and unpredictable flight environments. A total of forty cadets participated in the experiment and were randomly assigned to either the Traditional Training Group (TTG) or the Efficient Training Group (ETG). The TTG received individual training on training aircraft under the supervision of an instructor, while the ETG trained on expert aircraft using a full-scenario memory replay training system enhanced with multimodal information feedback. The simulations were conducted at the Aeronautical University simulation laboratory, configured as a self-developed Flight Skill Accelerated Training Simulator. Both groups completed eight weeks of simulated flight training, which included testing scenarios such as takeoff, flight control, landing, and carrier landing. Results indicated that the ETG outperformed the TTG in the takeoff, flight control, landing tasks, and carrier landing tasks. Furthermore, the ETG demonstrated a faster training pace across all tasks. These findings suggest that our independently developed accelerated flight skills training system can effectively expedite motor skill acquisition among flight cadets, enhance flight performance, and holds promising potential for broad application in various flight training contexts.

Indonesian aviation cadets’ complex and multi-faceted tasks have directed them to exhaustion and less learning focus. Their motivation and self-efficacy in learning Aviation English are hampered so their anxiety dominates. This hypothetical cause and effect enforce the present study to describe their motivation, anxiety, and self-efficacy in learning Aviation English. The present study also aimed to reveal the effect of each construct on their learning performance and identify the most predictive sub-skills that contribute to their motivation, anxiety, and self-efficacy formation. This study used a cross-sectional survey research design with a quantitative research approach. There were 207 aviation cadets chosen purposively to participate in the study. Data were collected using the Motivation, Anxiety, and Self-Efficacy Scale (MASS) with a 6-point Likert’s scaling method ( α  = .987) and cadets’ final test scores. Data were analyzed using descriptive statistics, Pearson r correlation, and hierarchical multiple regression with the assistance of SPSS software. Results showed that cadets’ motivation, anxiety, and self-efficacy in learning Aviation English were high, thus, their learning optimism and pessimism were growing together. Each variable had a positive and strong relationship with one other ( r  > .05, p  < .001). Another finding was that communication and test anxiety was the most influencing factor in determining cadets’ learning performance.