Cognition in the Cockpit: Assessing Instructional Modalities in Pilot Training Simulations

Laurie-Jade RochonAlexander John KarranThadde Rolon-Merette^*François CourtemancheConstantinos CoursarisSylvain SenecalPierre-Majorique Léger

• HEC Montréal, Université de Montréal, Montreal, Quebec, Canada

Previous research has shown that the flight instructor is a hugely influential factor in a pilot's training progress. However, as flight simulators (FS) increasingly incorporate automated training modules, it is crucial to assess how instructional delivery methods impact learning. Therefore, this study evaluates the effects of different FS instruction modalities (audio-only, text-only, and combined audio-text) on student pilots' cognitive states and performance. Using Microsoft Flight Simulator 2020 (MFS) under Visual Flight Rules (VFR), a between-subjects experiment was conducted with 30 flight-school students performing two tasks: an instructional flight with guided instructions and a solo evaluation flight without guidance. The results revealed that participants in the text-only and combined audio-text conditions exhibited significantly lower visual transition entropy during the evaluation flight, indicating more organized visual scanning strategies. Additionally, participants in the text-only condition demonstrated higher emotional valence, suggesting enhanced motivation and engagement. While no significant differences were observed in overall performance metrics and cognitive load, trends indicated that the text-only modality resulted in higher perceived immersion and motivation compared to other modalities. These findings suggest that the optimal instructional modality depends on the specific demands of the flight segment but that having textual information seems beneficial. However, this remains to be seen for longer flight sessions or repeated training. This research extends prior studies by introducing a multidimensional framework for evaluating cognitive learning states, including cognitive load, attention, and motivation, during FS training. Furthermore, it confirms the boundary conditions of the Cognitive Theory of Multimedia Learning (CTML) in the context of aviation. By providing actionable insights into FS instructional design, this study offers practical benefits for developing effective pilot training programs, particularly in scenarios where traditional live instruction is unavailable.