=Paper=
{{Paper
|id=Vol-2898/paper03
|storemode=property
|title=Application of VR technologies in building future maritime specialists' professional competences
|pdfUrl=https://ceur-ws.org/Vol-2898/paper03.pdf
|volume=Vol-2898
|authors=Serhii A. Voloshynov,Felix M. Zhuravlev,Ivan M. Riabukha,Vitaliy V. Smolets,Halyna V. Popova
|dblpUrl=https://dblp.org/rec/conf/aredu/VoloshynovZRSP21
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==Application of VR technologies in building future maritime specialists' professional competences==
https://ceur-ws.org/Vol-2898/paper03.pdf
Application of VR technologies in building future
maritime specialists’ professional competences
Serhii A. Voloshynov1 , Felix M. Zhuravlev2 , Ivan M. Riabukha1 , Vitaliy V. Smolets3
and Halyna V. Popova1
1
Kherson State Maritime Academy, 20 Ushakova Ave., Kherson, 73000, Ukraine
2
State University of Economics and Technology, 5 Stepana Tilhy Str., Kryvyi Rih, 50006, Ukraine
3
National University “Odessa Maritime Academy”, 8 Didrikhson Str., Odessa, 65029, Ukraine
Abstract
Progress of modern digital technologies enlarged the quantity of researches about implementation and
usage of VR technologies in education process of higher educational establishments. The article provides
analysis of best practices of simulation technologies application in maritime education. Absence of
national research experience, evidence base for efficiency of new VR simulators operation leaves this issue
open to be investigated in terms of researches on their performance effectiveness. The article proposes
overview of advantages of VR technologies implementation aimed at building and shaping of future
maritime specialists’ professional competences. Authors investigate potential application possibilities
of interactive and representative potential of immersion digital technologies during education process
at maritime educational establishments. Problem of VR technologies integration into education and
training of future seafarers is highlighted, as well as possibility to use virtual courses in the process of
future maritime specialists’ training. The article reveals prognostic validity of VR simulators used for
building of professional competences.
Keywords
virtual reality, professional competences, maritime specialists, validity of simulator
1. Introduction
Development of innovation technologies in maritime industry and seamanship, acceleration of
life pace, increase in knowledge volume, and introduction of new educational methods make
modern maritime education system develop new approaches to future maritime specialists’
training. Modification of maritime education according to international standards allows
Ukrainian maritime specialists to be successful and competitive at world labour market.
As a rule, training of seafarers presupposes acquisition of practical skills directly onboard the
vessel; it inevitably leads to risks of complications of both material and human factor. Therefore,
International Maritime Organisation (IMO) made provisions for necessity of simulator-based
AREdu 2021: 4th International Workshop on Augmented Reality in Education, May 11, 2021, Kryvyi Rih, Ukraine
Envelope-Open vitaliy@oms-vr.com (V. V. Smolets); spagalina@gmail.com (H. V. Popova)
GLOBE http://new.ksma.ks.ua/?p=3339 (S. A. Voloshynov);
https://www.ozon.ru/person/zhuravlev-feliks-mihaylovich-84143643/ (F. M. Zhuravlev);
http://new.ksma.ks.ua/?p=3633 (I. M. Riabukha); http://new.ksma.ks.ua/?p=3361 (H. V. Popova)
Orcid 0000-0001-7436-514X (S. A. Voloshynov); 0000-0002-6217-1177 (I. M. Riabukha); 0000-0002-2805-0021
(V. V. Smolets); 0000-0002-6402-6475 (H. V. Popova)
© 2021 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
Proceedings
http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
68
training in the process of future maritime professionals’ education. This requirement is stated
in STCW Convention; and the Convention is obligatory to be followed by educational estab-
lishments in order to achieve the prescribed competence standard of maritime professionals
[1].
Simulators of vehicles used nowadays (cars, lorries, tanks, air and space crafts) are commer-
cially available and effective in the process of education and training [2, 3, 4, 5, 6, 7].
Simulator-based training is one of the basic methods for practical training of maritime
specialists in developed countries [8].
Virtual reality technology (VR) creates simulated educational and training environment, and
VR trainings allow students to shape their professional competences comprehensively and
systematically [9, 10, 11, 12].
Modern hi-tech ship equipment requires specialized education and training with implemen-
tation of phantoms, replicas, simulators and simulation installations.
As international experience proves, process of education and training of future maritime
professionals should be supplemented with the stage of simulator-based training.
Among the factors promoting development of simulator-based training we can find
competence-based approach in education [13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28]
and change of education paradigm aiming at dual [29, 30] and life-long education [31], intro-
duction of blended learning [32, 33, 34, 35, 36].
Implementation and improvement of modern methods of professional competence building
is objectively increasing demand for professionals able to use hi-tech digital equipment.
The simulator OMS-VR, proposed to the Academy for testing and approbation, became an
inducement for this research. Operating out of Odessa, OMS-VR has developed a series of
virtual reality based simulations covering activities that are difficult or dangerous to train in the
real world. Their training library includes titles covering proficiency in survival craft and fast
rescue boats, tanker cargo operations, steering gear maintenance, launching distress flares, and
ballast tank inspections [37].
Besides, another inducement for research is absence of available and effective homemade
simulators. It reveals the absence of methodology basis for introduction of simulators into the
process of professional competences building.
Relevance of simulator-based technologies for maritime education as field of scientific knowl-
edge and practical specialty is beyond question. At the same time, it is necessary to define
actual problems of professional competences building in those areas, where implementation of
simulator-based technologies is regarded to be particularly useful and will be of great importance
for further development.
2. Theoretical background
Nowadays scientific community is engaged with idea of necessity of new information tech-
nologies implementation into educational process; but absence of research experience, lack
of evidence base connected with efficiency of new simulators’ operation leaves much to be
done on investigation of these technologies performance efficiency. Due to high initial cost of
equipment and software development VR technologies are slowly adopted and implemented
69
into educational process of educational establishments of Ukraine.
Emergence and development of simulators is connected with situation simulation for military
servants aimed at creation of safe training environment and it proved to be highly efficient.
VR technologies then were adopted in sports [38], industry, medicine etc. It is surgery now,
that is regarded to be promising direction for scientific and applied researches in the field of
simulator-based training technologies [39, 40]. Korniienko and Barchi [40] states that usage
of traditional education methods containing static text and illustrations is not sufficient to
understand all processes in anatomy. On the other hand implementation of VR technologies
allows to improve comprehension, enhance motivation and engagement of students, accelerate
process of education and achieve the effect of “learning by doing”. Combination of visual, audial
and kinesthetic content in realistic virtual scenario is a new concept of education, which has
great potential for development.
Analysis of research works on VR technologies proves their quick pace of development and
further great opportunities for implementation [41, 42, 43].
Majority of scientists agree with the idea that implementation of these technologies into
education process at all the stages requires much research to be done: starting from the strategy
of education process modelling and its key factors and specifically up to process of evaluation
and assessment of these technologies efficiency in the framework of professional competences
building [38, 44, 45, 46, 47].
Radianti et al. [48] emphasizes the necessity and importance of the factor that development
of strategy of VR technologies implementation into education process should be based on
the existing education theories. It is connected with development and elaboration of aims of
education, key motivational principles for education process and learning outcomes for every
theory of education.
Quite comprehensive review of VR technologies [44, 45, 48] proves that virtual reality tools
are aimed at practical skills development facilitating understanding of complex concepts for
students through simulation of real situations. Diversified interactivity and flexibility is regarded
to be standard for VR development platforms [41].
Majority of researchers investigating VR technologies point out further effects for education
process:
1. Cost effectiveness (high accuracy of education, small amount of time, great level of
virtualization and understanding, decrease of expenses for real equipment for education);
2. Transfer of behavior skills attained in VR environment into real world;
3. Potential for enhancement of learning skills in safe environment [41, 49, 50].
Effects of immersion and participation are regarded to be main advantage of VR; they enhance
pace of learning. Lieze et al. [43] states that the wider sense of participation and witness, the
more meaningfully VR environment is percepted. Checa and Bustillo [44] describes participation
as technological matching with reality, which can be objectively evaluated. The authors proposes
to engage this factor as an evaluation criteria for educational VR technologies.
Simulator-based technologies are being successfully integrated into maritime education.
Simulators of ship bridge and engine room are being widely used [8, 49, 50, 51, 52, 53, 54, 55, 56].
Nowadays simulators of ship bridge and engine room have become standard and common-
place utilities for seafarers’ professional competences building (TRANSAS, SEAGULL), and VR
70
simulators are in the process of introduction and implementation into training practice [57, 58].
In May 2017, Winterthur Gas & Diesel installed its W-Xpert Full Mission Simulator for
training complete engine room crews, at the Marine Power Academy Training Centre of HHM,
in Shanghai, China while DNV GL held its traditional press conference at the Nor-Shipping
trade fair showcasing the company’s innovative vision, with attendees taking part in a virtual
reality presentation [59].
Another example is company Khora, which helped the Knowledge Center to build a VR train-
ing simulation that enables students to practice dangerous work tasks in a virtual environment,
recreating a situation that are hard to simulate in real life [60].
XVR Simulation in partnership with Falck Safety Services and Saphire Complete developed
safety techniques in shipping enabling introduction of new training methods like virtual reality
and web-based learning, as well as elaborated a concept of hybrid education. The developers
combined realistic learning and simulation in virtual reality and thus reduced length of the
course from seven days of traditional classroom training to four-five days of interactive, scenario
based training [58].
As one of the leading suppliers of offshore gangways, Uptime International now uses VR
simulators to reduce training costs for its customers [59].
Sendi [54] points out that simulation is a key strategy for improvement of all aspects related
to and regulating safety at sea.
Asghar Ali Latin generates 16 advantages of maritime education and training using simulation
technologies; among them: possibility to utilize different vessel types in one simulator, non-
requirements for fuel and time limits during training, independence from time and space,
weather conditions management, possibility to create different scenarios in order to shape
definite competences [57].
Researchers of maritime education and training note that simulators are essential in learning
process of future seafarers in order to create difficult environment and stressful situations aiming
at prevention of unpredictable behavior in real life; they state that simulation can shorten length
of a course from one year to several weeks [52, 53, 56].
Simulator-based training (SBT) allows to conduct practical training, relapsing high-risk
operations to achieve automaticity of skills and operation; in such mode instructor (teacher)
can let cadets make mistakes in some limits in order to visualize the consequences and to shape
preventive mechanisms for such mistakes in real professional activity [52].
It is considered that SBT promotes development of professional thinking of future maritime
specialists, ability to make decisions, their self-confidence through engagement of emotional
state during executing interactive exercises [61, 62]. And combination of digital education
technologies with gamification is regarded to be institutional tool having higher efficiency
comparing to traditional mode of education [63].
Lindmark [55] points out that aims of learning in maritime education (Bloom’s Taxonomy)
are closely connected to the aims of STCW Code: knowledge, comprehension (understanding)
and application (skills). Therefore, if first two units can be evaluated with the help of test tasks,
the best way to evaluate professional competence is practical examination with the help of a
simulator. Researchers state that the best option is automatic evaluation of student’s actions by
a simulator, having strict and clear standards and evaluation criteria described in regulatory
documents [54, 55].
71
Before implementing simulator into maritime specialists’ education and training process,
it should be tested for validity issues. After analysis and introduction of new simulation VR
technologies into education process, we propose to elaborate the idea of integration of VR
technologies in education and possibility to apply virtual study courses in the process of future
maritime specialists’ education and training according to predictive validity of a simulator.
3. Results
Requirements to the process of future maritime specialists’ training are outlined in the frame-
work of international regulatory acts (prevailing over the national ones), namely STCW Con-
vention, IMO Model Courses directing maritime educational establishments to implement and
apply actively in their education and training process distant and digital technologies, e-learning
procedures, as well as simuation equipment and installations.
Chapter A I/12 of STCW Convention outlines two standards of productivity: one of them is
applied to simulator utilized in education and training process, the other one – to simulator
utilized for competence evaluation needs.
For obtaining sailor’s Certificate of Competence, obligatory to work onboard, it should
be proved that the candidate meets the requirements of competences level defined for the
positions, functions and levels of Chapter A II/1-7 of STCW. This fact proves that modern
education and training of future maritime specialists is based on competency-based approach.
The abovementioned requirement is outlined in Bachelor’s Level Standard [64].
One of the ways to achive the aim is cooperation of educational institutions with companies
specializing in software development for professional education. Example of such cooperation
in development of e-learning and providing cloud services is collaboration of Kherson State
Maritime Academy with OMS-VR Company (Odesa, Ukraine), developers of modern software
actively working in the field of training and requalification of maritime specialists.
The Company has developed a set of courses (simulating ones) based on virtual reality
engaging professional situations onboard, which are difficult to be trained using traditional
education methods.
The Ukrainian startup is certified by Bureau Veritas and is already working with fleet man-
agement companies including Wallem, Anglo-Eastern, and Star Bulk.
Developers introduce AR/VR based training equipment and develop their own environmen-
tal math model as new Tool in MET, which allows to simulate familiarisation and accident
learning cases. This kind of training involves students to accident environments with all the
adrenaline shocking, visual, sound, vibra and gravity feeling. It leads to much deeper learning
and incomparably more reliable exam results [37].
OMS-VR allows simultaneous connection of great number of VR stations using cloud tech-
nologies and their operation in multiuser mode (figure 1).
Application of simulator-based learning allows creation of problem-based education process,
where solvation of definite situation becomes an educational task (exercise). Course of simulator-
based learning is a scheduled outline of education containing aims and tasks of educational and
training activity, their sequence and evaluation of performance [65].
Complex of software elements was created for education and automated check and evaluation
72
Figure 1: Layout of VR Simulator operation.
of maritime professionals’ knowledge and skills; their correspondence to international and home
requirements. The created virtual reality is an interactive environment – actions of user cause
changes, the screen depicts movements and operations with tools. Accordingly, VR system
allows simultaneous imitation of visual, tactile and audial images enhancing reality environ-
ment effect.
All virtual learning courses are launched from web-server. Information and statistical data
about students’ participation and performance are collected in the server in order to generate
course certificates.
To start the course corresponding plugin should be launched and ammended reality glasses
should be worn. Learning is done individually through immersion into professional situation.
Teacher has possibility to watch and monitor student’s performance, because all his actions are
shown on the screen.
High level of realism is less important in the course than achievement of the set tasks aimed
at professional competence building. Therefore, all virtual courses are developed according to
regulatory requirements and clearly describe anticipated competences to be built at the end of
the course table 1.
Every course contains training package and package for evaluation, including critical and
emergency situations.
Aiming at facilitation, all actions of training package are supported with visual prompts,
animation, digital and graphical elements (green in colour – figure 2). Learning and training is
done according to algorythm defined in corresponding regulatory document of every course.
Every stage of the course clearly demonstrates sequence of actions (accompanied by visual and
audial prompts) that should be followed and done in order to perform process operation.
In the evaluation mode Report File is automatically generated after performance of definite
cycle of actions for completing the task. This file contains information on objective parametres
of task performance, time laps and evaluation of separate stages of process operation (figure 3).
73
Table 1
Virtual learning courses
№ Name Regulating Correspondence Description of professional
documents to STCW competences of the course
1 Training Solas Convention Table V1-1-1 Theoretical knowledge and praktical
Crewmem- SIRE VIQ skills for crewmembers in order to par-
bers for Ship ICS GUIDE TO ticipate in merchant ship helicopter
Helicopter Ship Helicopter operations
Operations Operation
2 Bulker Crane Lifting Plant Table A-V1-1-1 Theoretical knowledge and practical
Operator and operations skills for crewmembers in order to op-
(COSWP), MSA erate bulker lifting plant safely
CSS
3 Chemical IMO model Table A-V1-1-3 Theoretical knowledge and practical
Tanker course 1.03 skills for crewmembers in order to
Wall Wash comply with the requirements and
procedures of Wall Wash Standard
In order to be integrated new simulation technology, as any other educational technology,
has to be validated. Validation – evidence of efficiency and accuracy of education and evaluation
function of a technology. If we take simulation validity, it is understood as ability to ensure
higher cognitive, emotional and psychomotor skills at anticipated level with the help of achieved
degree of realism [65].
To identify demonstrable and content validity we used questionnaire method in three groups
of experts (experienced maritime specialists, teachers-instructors, students with induction
onboard experience). Questionnaire blank contained questions developed with the help of
Likert scale, which ensures relative reliability with limited number of judgements.
The results of the questionnaire revealed that no one of experts has experienced simulation
learning before (100 % of respondents answered negatively). It proves the fact that there are no
available VR simulators in Ukraine and, as a consequence, it proves novelty of this direction in
maritime education and training.
Questions were related to virtual course Life-Boat Launching; all the experts participated in
this course table 2.
There were chosen two groups of students (15 persons each). Pearson’s criterion was used to
prove absence of statistic deviations between control and experimental groups.
Prognostic validity defines that skills acquired during simulated training reflect the level
of professional competence building in real-life environment. In order to estimate prognostic
validity there was held comparison of learning outcomes of experimental group of students
(virtual reality) and control group of students (KSMA Training Center). The Certificate Course
“Certificate of proficiency in survival craft and rescue boats other than fast rescue boats” of
Training Center has duration of 30 hours.
Control group studied theoretical module of the course using standard methodic, defined in
IMO Model Course. Students of this group had two days of traditional education process in
classroom with instructor in order to master theory. Students of experimental group mastered
74
Figure 2: Examples of virtual courses.
Figure 3: Check-list of the course.
theoretical module using VR simulator during one day. The last day of the course was devoted to
training and evaluation of the acquired professional competence using real simulator “Free-Fall
Lifeboat” at Water Station of KSMA.
As a result, both groups answered test questions. Assessment had 100 points scale, where 70
points is PASSED to be certified. Average point of control group was 85.09, experimental group
75
Table 2
Results of questionnaire on quality of training using VR simulator, %
Cap- Students with
tains onboard experience
How realistic is the model of the course comparing to real onboard 90 78
situation?
HWhat is the degree of correspondence of actions in VR to actions 95 91
onboard real vessel?
Do you think your actions would be better if they were structurally 100 87
evaluated?
Is it appropriate to introduce virtual course into education process? 98 92
– 86.63. The results (check-lists) are given in the table 3.
Table 3
Results of check-list analysis
Practical Demonstration Control Experi-
group mental
group
The Free-fall Lifeboat was launched. 82 87
The charging cable was detached. 80 89
The charging socket was sealed with a waterproof plug. 85 87
The boarding door was fully closed during the launch. 84 92
The drain plug was sealed. 81 85
Not all valves on the air cylinders were opened. 88 83
The air supply system was activated. 85 81
The engine was running at the time of the launch. 88 92
The seat belt was worn at the time of the launch. 87 85
The Free-fall Lifeboat wasn’t sailing astern after the launch. 90 91
The lights were on. 86 81
Average 85.09 86.63
Thus, control group spent three days for the course and experimental group spent two days
having at the end equally high indices of acquired competence quality.
4. Conclusion
Summing up the experiment, we can state that the learning outcomes of students being trained
with VR simulators do not deviate from those being taught with traditional methods. According
to prognostic validity, we can prove that students of experimental group will demonstrate
the level of professional competence building at the same rate when being onboard during
professional routine operations. These results are provisional ones; they reveal possibility
to implement VR simulation for experimental psychological and pedagogical investigations.
76
At the same time, they prove actuality of joint work of software developers and teachers-
guidance counsellors. This work is very important for integration of two professional groups of
researchers aiming at development of unified theoretical and methodical basis for providing
possibility of simulators introduction into education process, development of joint terminology
basis and accumulation of methodological grounding for VR simulators operation.
Taking into account the advantages of virtual reality technologies and their usage in education
as well as new possibilities of digital technologies, we deem it necessary to develop these
technologies in maritime education aiming at high quality building of professional competences
of future maritime professionals.
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