Keywords

Pilot cognitive load, controller pilot voice communications, verbal display redundancy, voice to text transcription

Abstract

Miscommunication between controllers and pilots, potentially resulting from a high pilot cognitive load, has been a causal or contributing factor in a large number of aviation accidents. In this context, failure to communicate can be attributed, among other factors, to an inadequate human-system interface design, the related high cognitive load imposed on the pilot, and poor performance reflected by a higher error rate. To date, voice radio remains in service without any means for managing pilot cognitive load by design (as opposed to training or procedures). Such an oversight is what prompted this dissertation. The goals of this study were (a) to investigate the utility of a voice-to-text transcription (V-T-T) of ATC clearances in managing pilot’s cognitive load during controller-pilot communications within the context of a modern flight deck environment, and (b) to validate whether a model of variable relationships which is generated in the domain of learning and instruction would “transfer”, and to what extend, to an operational domain. First, within the theoretical framework built for this dissertation, all the pertaining factors were analyzed. Second, by using the process of synthesis, and based on guidelines generated from that theoretical framework, a redundant verbal display of ATC clearances (i.e., a V-T-T) was constructed. Third, the synthesized device was empirically examined. Thirty four pilots participated in the study – seventeen pilots with 100-250 total flight hours and seventeen with >500 total flight hours. All participants had flown within sixty days prior to attending the study. The experiment was conducted one pilot at a time in 2.5-hour blocks. A 2 Verbal Display Redundancy (no-redundancy and redundancy) X 2 Verbal Input Complexity (low and high) X 2 Level of Expertise (novices and experts) mixed-model design was used for the study with 5 IFR clearances in each Redundancy X Complexity condition. The results showed that the amounts of iii reduction of cognitive load and improvement of performance, when verbal display redundancy was provided, were in the range of about 20%. These results indicated that V-T-T is a device which has a tremendous potential to serve as (a) a pilot memory aid, (b) a way to verify a clearance has been captured correctly without having to make a “Say again” call, and (c) to ultimately improve the margin of safety by reducing the propensity for human error for the majority of pilot populations including those with English as a second language. Fourth, the results from the validation of theoretical models “transfer” showed that although cognitive load remained as a significant predictor of performance, both complexity and redundancy also had unique significant effects on performance. Furthermore, these results indicated that the relationship between these variables was not as “clear-cut” in the operational domain investigated here as the models from the domain of learning and instruction suggested. Until further research is conducted, (a) to investigate how changes in the operational task settings via adding additional coding (e.g., permanent record of clearances which can serve as both a memory aid and a way to verify a clearance is captured correctly) affect performance through mechanisms other than cognitive load; and (b) unless the theoretical models are modified to reflect how changes in the input variables impact the outcome in a variety of ways; a degree of prudence should be exercised when the results from the model “transfer” validation are applied to operational environments similar to the one investigated in this dissertation research.

Notes

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Graduation Date

2012

Semester

Spring

Advisor

Jentsch, Florian

Degree

Doctor of Philosophy (Ph.D.)

College

College of Sciences

Department

Psychology

Degree Program

Psychology; Human Factors Psychology

Format

application/pdf

Identifier

CFE0004251

URL

http://purl.fcla.edu/fcla/etd/CFE0004251

Language

English

Release Date

May 2015

Length of Campus-only Access

3 years

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Sciences, Sciences -- Dissertations, Academic

Included in

Psychology Commons

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