Rethinking Maritime Education, Training, and Operations in the Digital Era: Applications for Emerging Immersive Technologies

Sathiya Kumar Renganayagalu,Steven C. Mallam,Salman Nazir

doi:10.3390/jmse7120428

Sathiya Kumar Renganayagalu, Steven C. Mallam + Show 1 more

Open Access

https://doi.org/10.3390/jmse7120428

Copy DOI

Abstract

The use of simulators in maritime education and training is an essential component for developing seafarer competencies. Emerging immersive technologies, such as virtual reality (VR), augmented reality (AR) and mixed reality (MR) have created new and differing possibilities for maritime simulations and simulators. The increasing advancements and technical readiness of these systems have paved the way for a new generation and category of simulators and simulation-based experiences for professional education, training, and operations, which are relatively cheaper, more immersive, compact, and accessible in comparison to traditional configurations. Although the concept of utilizing VR, AR, and MR head-mounted display technologies for professional training and operations is not new, their recent developments and proliferation now allow for practical implementation and real-world application. Particularly, the adoption and integration of these technologies into the education, training, and operations of maritime industries provide new possibilities and paradigms to support operators and operations both on land and at sea. The purpose of this paper is to discuss the concepts of VR, AR, and MR applications specifically for maritime education, training and operations, including the potential benefits, drawbacks, and limitations of these systems.

Highlights

Maritime-related industries, such as shipping, are complex socio-technical environments, which function within highly variable operational, regulatory, economic, political, social, and international conditions
Maritime education and training (MET) is critical to the development of competent workers who contribute to the safety and efficiency of a system
Many basic questions remain unanswered including: What types of training and operations are these technologies useful for? How can/will they be fit within the larger scope of MET curriculums? What are their weaknesses and limitations? and What is their effectiveness compared to traditional methods and technologies? Future research should investigate and answer these questions, and many other questions which will emerge as evolving technologies create new and differing opportunities for training and operations

Summary

Introduction

Maritime-related industries, such as shipping, are complex socio-technical environments, which function within highly variable operational, regulatory, economic, political, social, and international conditions. MET is delivered through a combination of theoretical classroom-based training, followed by practical training, and service at sea through hands-on experience [7] This model still persists, the advent of improved technologies and advanced maritime simulators has allowed cadets to practice and develop their seafaring skills before ever having to step foot onboard a real ship. MET simulator configurations, including software and hardware technologies, can generally be divided into several classes based on their performance capabilities and functionalities, for example, (i) full-mission, (ii) multitask, (iii) limited task, and (iv) special tasks [17,18] This allows the training of both technical and nontechnical skills required by seafarers, including positions and competencies required both onboard and onshore. This can have ripple effects on the competencies of seafarers and the safety of operations

A Paradigm Shift for MET?

Conclusions