=Paper=
{{Paper
|id=Vol-2740/20200217
|storemode=property
|title=Mixed Reality Technologies as a Tool to Form Professional Competency
of Sea Transport Professionals
|pdfUrl=https://ceur-ws.org/Vol-2740/20200217.pdf
|volume=Vol-2740
|authors=Vasyl Cherniavskyi,Halyna Popova,Mykhailo Sherman,Serhii Voloshynov,Alona Yurzhenko
|dblpUrl=https://dblp.org/rec/conf/icteri/CherniavskyiPSV20
}}
==Mixed Reality Technologies as a Tool to Form Professional Competency
of Sea Transport Professionals==
https://ceur-ws.org/Vol-2740/20200217.pdf
Mixed Reality Technologies as a Tool to Form
Professional Competency of Sea Transport Professionals
Vasyl Cherniavskyi1[0000-0001-7551-4186], Halyna Popova1;2[0000-0002-6402-6475], Mykhai-
lo Sherman3[0000-0002-6560-4601], Serhii Voloshynov1[0000-0001-7436-514X], and
Alona Yurzhenko1;4[0000-0001-5120-620X]
1
Kherson State Maritime Academy, 20, Ushakov ave., Kherson, 73000, Ukraine
2
spagalina@gmail.com
3
Kherson State University, Kherson 73000, Ukraine
3
sherman_m@ukr.net
4
helen18@online.ua
Abstract. The article is devoted to the use of mixed reality facilities in the
training of future sea transport professionals. It says that one of the means of
improving training technologies in maritime education is the use of simulators.
The work lists the definitions of "mixed reality" term, which most of the scien-
tists de ne as the merging of real and virtual worlds to produce new environ-
ments and visualizations. The article also describes the use of virtual-real train-
ing vessel in Kherson State Maritime Academy, which includes 19 laboratories,
16 simulators and 21 classrooms. The list of the main laboratories and their
functions is given. The advantages of virtual-real training vessel built by means
of mixed reality are described. The part of simulator exercise list is given. The
article describes the results of experimental study of future navigators’ profes-
sional navigational competence development with mixed reality simulation
technologies. The authors made the conclusion that the use of mixed reality fa-
cilities allows to optimize the process of professional training and contributes to
the effective formation of professional navigation competence of maritime spe-
cialists.
Keywords: Mixed reality, Maritime professionals, Virtual-real training vessel,
Professional competency.
1 Introduction
The implementation of modern digital technologies into the daily practice of maritime
navigation, the continuous and steady increase of the level of automation on ships
create a further problem related to the "human factor" phenomenon. It is the use of
high-tech intelligent systems that provide navigation safety, leading to the fact that
sea transport professionals are increasingly questioning the decision in the field of
maritime safety intelligent technical means, which significantly reduces their own
production activity, allow the navigating staff not to use their active forces knowledge
and practical experience [1].
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
International Maritime Organization (IMO) has adopted a comprehensive long-
term of e-Navigation concept. According to the accepted definition, e-navigation is
defined as "the harmonized collection, integration, exchange, presentation and analy-
sis of marine information on board and ashore by electronic means to enhance berth
to berth navigation and related services for safety and security at sea and protection of
the marine environment"[2].
2 E-navigation
The concept of e-Navigation means improving and expanding traditional navigation
by integrating human and machine capabilities. Currently, many ship and shore navi-
gation with communication systems are used to ensure sea and river transportation
(Fig. 1).
Fig. 1. Modern ship and coastal systems.
One of the tasks of e-Navigation is to revise the existing approach to ensure that
seafarers are involved in the navigation process not only controlling it. This will allow
seafarers to increase their decision level and use reliable electronic technologies and
information management systems that reduce the number of distractions.
The consequence of such significant changes in the navigation process is the rapid
increase in requirements to future ship navigators in the international labor market,
who must be ready to work with digital generation tools, able to navigate complex
professional environments, learn over a lifetime, improving professional competen-
cies with the trend of continuous updating of digital trends equipment.
All this has led to changes in the organization of the educational process in the in-
stitutions of higher maritime education, where the priority is to reorient its purpose –
the formation of professional competences in the conditions of digital transformation,
as well as updating the content of the educational process. One of the promising areas
is the use of e-learning, which is based on the application virtual environments into
the educational process, augmented and mixed realities, computer simulations, virtual
3D worlds with immersion effect. The need to engage students in virtual forms of
interaction is a consequence of the redevelopment of the educational space, which has
been proclaimed as a mod-ern educational trend in Horizon reports [3-5]. And if 2016
saw major global trends in higher education included "augmented reality" (AR) and
"virtual reality" (VR) technologies, which are defined as mid-term visualization tech-
nologies, then in the 2018 report all these technologies are already combined with the
term "mixed reality" (MR), for which four to five years have been allocated to the
educational process. Imaging technologies (3-D printers, information visualization,
AR and VR, visual data analysis, 3D and holographic playback) combine the brain’s
ability to quickly process visual information, identify similar moments, and intuitively
handle difficult situations.
3 Simulators use
3.1 Marine simulators
The use of real ship management systems in training is costly and carries both a risk
to the lives of cadets and a risk of technical equipment damage. Therefore, one of the
means of improving training technologies in maritime education is the use of simula-
tors.
The professional competence of future ship navigators should be ensured in ac-
cordance with the requirements of the International Maritime Organization (IMO),
which defined the training and introduced it in the International Convention on Stand-
ards of Training, Certification and Watchkeeping for Seafarers (2010 Manila
Amendments) [6].
The rule 1/12 "Use of simulators" specifies that the performance requirements and
other statements set out in section AI/12, as well as the other requirements set out in
Part A of the STCW Code for any relevant diplomas/documents, must be complied
with in respect of:
1) all compulsory training based on the use of simulators;
2) any competency assessment required by Part A of the STCW Code and carried
out by means of a simulator;
3) any demonstration by means of the training equipment of professionalism re-
quired by Part A of the STCW Code.
The amendments made by the IMO to the Convention in 1995 defined the opera-
tional requirements for a number of simulators and introduced training and assess-
ment of competencies using simulators for the first time in international regulatory
practice. The 2010 amendments clearly set out the single requirements for the manda-
tory use in the educational process of simulators such as ARPA (automatic radar plot-
ting aid), the use of radar and the simulator to work with the Electronic Chart Display
and Information System (ECDIS). At the same time, the Code in the tables of compe-
tencies directly indicates the use of these simulators as a tool for learning practical
skills in training a seafarer, and as an assessment of the acquired skills in training.
Emphasis is placed on the compulsory physical and behavioral realities of simulators.
Ensuring the highest level of efficiency in the formation of professional competen-
cies occurs in terms of practical onboard training, which is high-value and complex in
terms of organization. Practice cannot ensure the development of skills and decision-
making in a variety of emergency situations because they may not occur. That is why
training is the main means of shaping the professional competencies of future ship
navigators due to the high level of approximation of the training process to the real
actions on the ship [7]. And the use of simulation technologies has allowed to bring
the practical skills of navigation to a new level without threatening the life and health
of people.
Modern generation simulators using virtual, augmented and mixed reality allow us
to bring the training conditions closer to the realities of navigators when operating a
ship, navigation simulators largely ensure the fulfillment of psychological-didactic
requirements for the process of knowledge and skills formation.
In the context of our study, we have analyzed the current vision of the role and
place of MR simulation technologies in professional scientific discourse from the
standpoint of taking into account the specifics of the professional activity subject field
of future maritime specialists.
Simulators are widely used in the training of maritime students worldwide. Ukraine
has no deep experience in the use of MR simulation technologies precisely in the
higher maritime education system. Therefore, the approval in 2018 of a new maritime
higher education standard for the first (bachelor) level aimed at building competencies
of the 21st century [8] has determined the landmarks of changing the educational
paradigm for optimization of training, integration of simulation technologies into the
educational process. It I needed to effectively shape the professional competencies of
future ship’s commanding officers.
3.2 Modern scientists’ research
Among the works devoted to training and practical training of cadets in maritime
educational institutions the works of S.D. Aizinov, V.M. Andrieiev, O.P. Bez-lutska,
L.D. Herhanov, V. Dulin [9], D.H. Korneiev [10], Ye.V. Pasynkov [11], V.P. Petelin
should be highlighted. The research of S.D. Aizinov, V.M. Andrieiev and V.P. Petelin
was related to the technical capabilities of the simulators and are dated 1993-2007.
V.M. Dulin investigated the use of training centers. L.D. Herhanov and D.H. Kor-
neiev investigated the use of simulators in the process of professional competencies’
formation of future maritime professionals. O.P. Bezlutska investigated psychological
aspects of simulation training. Among foreign researchers A.A. Latin , D. Bouras,
Dennis G. Tan [12], Hesham M. Helal, O. Lindmark, Trong Hieu Pham [13],
C. Sellbeg, Y. Sendi [14] and W. Zhang [15] should be distinguished.
The scientists have noted that the impact of modern technology on the equipment
of modern ships has increased the need for advanced training tools such as simulators,
and the world has recognized the value of simulation systems as a learning tool.
Simulation training is one of the main techniques for the practical training of maritime
professionals in developed countries. In addition, the factors that contribute to the
development of simulation training include a competency-based approach to learning
and changing the paradigm of education with a focus on dual and continuous training,
the implementation of blended learning.
Y. Sendi notes that the term Maritime Simulation Training (MST) – simulation
training in maritime education – is not just a revolution in the world of educational
technology, but a key strategy for improving all aspects that cover and regulate safety
at sea. Moreover, computer-based simulations are defined as a powerful learning tool
that has the promise of revolutionizing the way we study marine sciences in the 21st
century.
3.3 Mixed reality
Marine simulators with MR technology emerged at the beginning of the 21st century
and ushered in a new era in professional maritime education where training systems
used decades ago no longer meet the requirements of the modern simulator and simu-
lator industry. They allow future ship navigators to work out the necessary skills with
the obligatory observance of the algorithm of their fulfillment, bringing the technique
of their execution to automatism.
With the advent of the latest generation of digital simulators that incorporate MR
technology to simulate the process of managing a complex technical system, the idea
of using computer and telecommunications technology in education has completely
changed. It is MR simulators that are of interest to us in our research.
MR simulation technologies is one of the methods of interactive learning that
achieves its goal by immersing learners in the atmosphere of solving quasi-
professional tasks. Based on MR simulation technologies, professional competencies
are being formulated and evaluated in maritime educational establishments. The simu-
lators can be the best source for demonstrating the professional competencies of a
maritime specialist, both individually and as part of a shipboard team, by immersing
themselves in the real work environment of a ship in the open seas, resulting in the
improvement of certain maritime skills in navigating tasks over a very short period of
time [16].
3.4 Types of realities
With the continued development of technology in education, immersive or extended
reality (XR) technologies are becoming increasingly available. Extended reality is a
common term for many kinds of realities. Augmented, virtual and mixed reality are
the most popular types of XR.
Virtual Reality (VR) and Augmented Reality (AR) are two closely related technol-
ogies that have some differences and are a new trend in digital technology. VR creates
real-world similarities through technical means. The created effects with the help of
projection penetrate into the human brain and cause feelings as close to real as possi-
ble. VR is defined as a new concept of using computers and a human-machine inter-
face to create the effect of a three-dimensional environment in which the user inter-
acts with virtual objects, while creating a strong sense of three-dimensional presence.
VR allows users to immerse themselves in the computer-generated world and experi-
ence the sensory experience there [5].
Virtual reality is characterized by the following factors:
1) presence (the illusion of being in another place, world);
2) immersion (sensory organs process information obtained from objects and
events of the virtual environment);
3) involvement (all thought processes are focused on virtual interaction). Aug-
mented Reality (AR) is an image superimposed on real-world objects.
AR is characterized by the inclusion of digital information (images, video and au-
dio) in the real space, attempts to connect the real world with the virtual environment,
allowing users to interact with both physical and digital objects [5]. The Association
of User Technologies (CTA-2069 standard) also highlights Mixed Reality (MR),
which is a seamless blend of real-world and digital content where both environments
exist to create experiences [17].
All types of realities have differences in the characteristics they belong to: the real-
ity of the virtual objects being displayed, the level of immersion in the virtual space
and the way all components interact. In 1994 P. Milgram and F. Kishino first de-
scribed the mixed-reality model (the continuum of reality-virtuality). They explained
their concept as an interaction between the real environment and the virtual environ-
ment at different levels (fig.2).
Fig. 2. The model of Mixed Reality.
3.5 Definition of MR in the scientific discourse the list of researchers and
their definitions
The subject of our study required a more detailed consideration of the question of the
"mixed reality" term interpretation. To this end, the definitions of "mixed reality" that
scientists and researchers, developers of the latest technologies have been studied and
analyzed. The results of this work are presented in the list of researches and their
definitions (Table 1).
Table 1. Analysis of the interpretation of the "mixed reality" concept.
Researchers The definition
Mixed reality combines elements of both AR and VR,
interacting with real and digital objects, the real and
I. Morozov
virtual worlds combined, and cannot be clearly de-
limited.
Observatory of Edu- MR is a combination of AR and VR: augmented real-
cational Innovation ity subcategory that inserts 3D images into the real
[18] world.
MR is defined as blended reality: this technology
Hubr [19] incorporates elements of augmented reality in addi-
tion to physical presence.
MR is interpreted through the general concept of
IT enterprise [20]
computer-mediated reality or mediated reality.
MR is an interactive type of virtual reality that has
Iguides [21] the highest level of capture where virtual objects
interact with the real world.
MR is the result of combining the physical world
Mixed Reality in the
with the digital world. MR is the next evolution of
Maritime Sector
human, computer and interaction environments, cre-
Project [22]
ating unlimited possibilities.
The merging of real and virtual worlds to produce
new environments and visualizations, where physical
and digital objects co-exist and interact in real time.
P. Milgram and A.F.
MR does not exclusively take place in either the
Kishino
physical or virtual world, but is a hybrid of reality
[23]
and virtual reality, encompassing both augmented
reality and augmented virtuality via immersive tech-
nology
As can be seen from the table, the terminology base is in the process of being formed,
but all researchers explain MR as a combination of virtual objects and a real environ-
ment. Moreover, as stated at the 2018 Google I/O Annual Conference: "VR
/MR/R/RR are not separate and well-defined things, but convenient labels for differ-
ent points in the spectrum" (RR – real reality).
Modern marine simulators contain replicas of real-world equipment and digital vir-
tual reality augmentation, which in turn helps to increase the realism of training to the
highest level and provide new opportunities to shape and evaluate the professional
competencies of future maritime professionals. The emergence of new technologies
and opportunities in maritime education is the tendency to move from eLearning to
simulation – SBL (Simulation Based Learning), which includes simulation training,
online learning. With regard to virtual reality technologies used in offshore simula-
tors, researchers believe that the main positive driver of virtual technology training is
immersion in a virtual professional environment. It is a kind of computer "game" that
allows you to move from simple models to assessing the impact of professional envi-
ronment to manage and minimize these impacts, mitigate the effects of economic
losses. Foreign researchers share this view. They note that VR is a valuable teaching
method that provides real-world experience for students through role-playing games
and modeling technology. In VR, there is a phenomenon of kinetosis – the indicators
of the vestibular apparatus and sensory organs differ because the person sees the
movement but the body remains at rest. The brain perceives visual information as a
hallucination that can be felt during poisoning, and nausea arises. Similar feelings
also exist when creating the effect of being in the sea. The effect of sea-sickness is
very similar to real feelings, getting used to it can even help future navigators in the
future.
Often there are discussions in the literature about the use of modern digital tech-
nologies in the educational process.
This is due to the fact that today these technologies are only developing and there
is a small amount of knowledge, which always creates anxiety and concern. A number
of researchers point out the following reasons:
1) incorrect assessment and lack of understanding of the using modern digital
technologies in education possibilities;
2) a misconception about the ergonomic characteristics of modern hardware;
3) the lack of methodologies and well-designed programs are a cause for concern
for the use of such tools by the pedagogical community or for their poor implementa-
tion in the educational process [24].
In traditional training, cadets acquire knowledge from individual disciplines, and
the combination of acquired knowledge occurs in practice only after a few years.
Using MR simulators allows you to gain experience in each role according to specific
scenarios in the learning process itself. In the simulation lesson, the priority is precise-
ly the educational task, in the process of which a negative result is assumed in order to
be able to feel a degree of responsibility [25]. It should be noted that an important
aspect of the successful formation of professional navigation competency of future
navigators by MR simulation technologies is the development of a methodological
environment. It includes training manuals, guidelines, instructions for practical tasks,
etc., and most importantly, the recommendations and instructions for the develop-
ment, filling and use of simulation technologies MR in the process of professional
training of maritime specialists[14].
All this has created the necessary prerequisites for conducting our study on the use
of the latest information technology (simulation) in the educational process in the
formation of maritime specialists’ professional competencies.
4 KSMA experience in the simulators use
"Virtual-real vessel" as an informational pedagogical infrastructure is used in Kherson
State Maritime Academy.
The modern KSMA facilities in terms of volume and content corresponds to all
components of a virtual-real training vessel. Transas Ukraine Ltd. Shipping & Marine
Supplier developed the software of KSMA electronic simulators with the following
components: NTPro Configuration Editor, Router, Navi Trainer Instructor, etc. This
company is a leader in the market of maritime training systems in Ukraine, carrying
out the supply and support of a wide range of training systems because of the good
quality of software. The educational and training complex "Virtual-real vessel" creat-
ed by it includes 19 lab-oratories, 16 simulators and 21 classrooms, the examples are:
- Navigation Bridge Integrated Simulator, including Electronic Charts and Naviga-
tion Systems Class, Radar/ARPA Simulator Laboratory and Full-Mission Navigation
Bridge (conducting of laboratory and practical classes on educational disciplines as-
signed to the department according to the curricula, improvement of the quality of
educational process and active participation of staff in extracurricular work with fu-
ture maritime professionals);
- Engine Room Integrated Simulator, which consists of two engineer rooms, In-
structor’s Workplace and Theoretical Training Classroom. The last one provides fa-
miliarization with the use of control and measuring devices and controlling means
which are used in engine rooms onboard modern merchant vessels. It also gives
awareness of necessity of proper preliminary planning, use of technical record-
keeping sheets and schedules regarding the starting procedure. Cadets will gain expe-
rience in identification of operational problems and troubleshooting;
- Dynamic Positioning Integrated Simulator, which consists of Full Mission Navi-
gation Bridge of Dynamic Vessel Positioning, Theoretical Training Class-room and
Classroom with Separate Dynamic Positioning Stations (enhancement of the study
process of Survey course of simulator training for state attestation);
- Global Maritime Distress and Safety System Simulator, which consists of two
separate classrooms for practical training (improving the quality of educational pro-
cess and active participation of the training laboratory staff in extracurricular work
with cadets and students);
- Survival and Fire Fighting Centre (acquiring standards of competencies related to
personal safety with regard to personal survival in compliance with the national re-
quirements);
- Fire Fighting Ground (knowledge of coherent, prompt and consequent actions in
firefighting onboard ships in the maximally close to reality conditions as well as con-
fidence and readiness to act in extreme circumstances related to life threatening);
- Mooring Station (knowledge, understanding and acquiring of professional skills
by cadets related to taking decision as to mooring which should be based on proper
evaluation of maneuvering characteristics of a ship and its power plant as well as
forces which are expected to take actions during berthing, ensure fulfilment of safety-
first requirements when performing operations);
At the heart of the project is the task to use in full the created complex of training,
practical and educational facilities; to develop the necessary methodological software
and to involve in its implementation appropriately trained scientific personnel, profes-
sional maritime specialists of high qualification and representatives of maritime in-
dustry management. Involvement of experienced professional seafarers into participa-
tion in the project will allow us to simulate close to real life extreme conditions of
cadets’ watchkeeping at existing KSMA facilities, structured in a virtual reality vessel
structured in KSMA. This allows cadets to master the professional knowledge and
communication skills and to further demonstrate them while working on the ships of
the international crews during the theoretical classes and practical watchkeeping at
virtual-real training facilitates of the educational institution.
MR technology training enables each student to actively participate in the educa-
tional process, to demonstrate their knowledge and acquired competences through the
organization of a learning process in small groups, which allows to implement an
individual approach to each cadet. Continual working relationships are formed be-
tween the teacher and the student, which results in a significant increase in the assimi-
lation of both theoretical and practical knowledge [26].
The lesson consists of the following steps:
- briefing, which assesses the situation, equipment, identifies the object and pur-
pose;
- the process of simulation training, in which an important condition is a maximum
sense of the reality of the situation (fig.3, 4);
- summing up, analysis (debriefing): at this stage it is important to understand that
simulation reflects real life, and there are no personal mistakes, there are only team
errors.
Fig. 3. Navigation Bridge Integrated Simulator use by cadets.
Fig. 4. ‘Heavy Cargo Loading Operations” simulator (supplier ARI, India) use by cadets.
The process of learning and developing practical skills is recorded on camcorders,
which allows for debriefing to carry out a careful analysis of situations, actions, stu-
dents’ behavior, to identify mistakes. Thus, the student carries out self-assessment of
theoretical training for professional activity, stimulates himself to additional inde-
pendent education, knowledge completion. Formation of professional competences is
controlled by means of expert evaluation letters (check-letters). This assessment al-
lows the teacher to more objectively analyze the completed task and identify errors.
The teacher evaluates the quality of readiness for professional activity, the formation
of professional competences and, if necessary, makes adjustments to the theoretical
training course in order to improve the basic training. The results of the simulations
show that this form is of great interest and motivation (Table 2).
Table 2. Part of simulator exercise checklist.
Cadet must: Maximum Task 1: maneuvering data. Deep water.
points Navigating zone - Open Sea. Type of ship
amount: - Bulk Carrier6. Approach speed V = 0
knots. Initial course - 0 degrees. Wind
direction 0 degrees, Wind speed 0 m=sec.
Done Undone Partially
done
1. Snap telegraph
from "Stop" position
3
to "Full ahead for
sea" position.
2. Correct the vessel
course and every
minute read speed 6
V(t) and distance
covered S(t).
5 Experimental check of the results
In order to check the results of mixed reality use the pedagogical experiment was held
in KSMA. The experiment’s primary focus is on the specific implementation of the
educational process with the aim of forming professional navigational competence of
future navigators with MR simulation technologies in the process of studying profes-
sional disciplines.
The number of participants in the experimental verification of the control and ex-
perimental groups was 226 cadets, which provides the probability of statistically sig-
nificant indicators of the effectiveness of future navigators’ professional navigational
competency formation with the help of MR simulation technologies. The study in-
cluded 112 control group cadets and 114 experimental group cadets.
Assessment of levels of professional navigational competence by cognitive com-
ponent was made by exam results and results of interviews with Marlow Navigation
crewing company, questionnaires about level of digital competency’s formation of
cadets [27, 28].
The dynamics of changes in the levels of professional navigational competency’s
formation of future navigators by cognitive component showed that the results of the
experimental group far exceed the results control group (Table 3).
Thus, the number of cadets with a high level in controlled group increased from
8.04% to 9.82%, and with an average level – decreased from 67.85% to 58.93%.
In contrast to the control group in the experimental group there was a positive dy-
namics of indicators of professional navigational competency formation: the number
of cadets with a high level increased from 6.14% to 18.42%, with an average level
decreased to 42.98% from 70.18%.
Table 3. Evaluation of the levels of the navigational professional competency for cognitive
component before and after the forming stage of the experiment.
Levels Before experiment After experiment
Control group Experimental Control Experimental
group group group
Per- Per- Per- Per-
% % % %
sons sons sons sons
High 9 8,04 7 6,14 11 9,82 21 18,42
Sufficient 27 24,11 27 23,68 35 31,25 44 38,6
Intermediate 76 67,85 80 70,18 66 58,93 49 42,98
The results of experimental group are much better than control group’s ones. It can be
seen in the graphical representation of fig.5.
80
70
60
50
40
30
20
10
0
%
%
%
%
Number of cadets
Number of cadets
Number of cadets
Number ofcadets
Control group Experimental Control group Experimental
group group
High Sufficient Intermediate
Before experiment After experiment
Fig. 5. Graphical representation of experiment’s results.
Formation of cognitive component is ensured through the systematic immersion of
cadets in professional situations and the development of professional skills through a
system of active and interactive forms of training using the latest digital technologies,
among which MR simulation technologies [29].
We conclude that the use of MR simulation as positive impact on future maritime
specialist’s professional and digital competencies. With the help of the method of
mathematical statistics, this statement was proved.
6 Conclusions
A necessary step is to raise the quality standards of training of future sea transport
professionals, who must be ready to work with a variety of information in digital
form, be able to choose effective forms of ship management to ensure maritime safe-
ty, be responsible for management decisions.
The analysis of pedagogical research on the problem of professional training of fu-
ture ship navigators showed that in modern conditions the requirements to the profes-
sionalism of the future navigator, his competence, development of professional quali-
ties, ability to work in a team and ability to take responsibility significantly increase.
Based on the analysis of basic scientific ideas, theories and approaches to the study of
the problem, it is determined that the formation of professional navigation compe-
tence of future ship navigators in maritime education is a continuous process of grad-
ual inclusion of cadets in educational and professional activities.
It has been found that mixed reality simulation technologies play an important role
in the formation of professional navigation competence of future sea transport profes-
sionals, as they provide the maximum approximation of training conditions to the
conditions of real reality of navigators in ship management. It is determined that MR
simulation technologies are the integration of real professional equipment with VR
simulators, which creates a highly realistic, immersive, interactive environment, re-
sulting in the development of professional thinking and a significant increase in the
formation of professional competencies.
Therefore, the formation of professional navigational competency of future naviga-
tors by means of MR simulation technologies is an important systemic indicator of the
effectiveness of their training. The analysis of the results of the experimental work
showed the validity of our hypothesis. The process of formation of professional navi-
gational competencies of future navigators by means of MR simulation technologies
is effective if it is carried out under introduction into the system of professional train-
ing of future sea transport professionals the facilities of the KSMA Virtual Reality
Vessel.
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