FA2 - project report

Abstract

This report provides a detailed mapping of maritime simulator training facilities across Norway, conducted as part of Focus Area 2 (FA2) within the larger COAST research project. FA2 focuses on innovation in simulator training and assessment methods, aiming to enhance learning outcomes by incorporating advanced technologies such as Virtual Reality (VR), Augmented Reality (AR), and cloud-based simulators. This mapping effort contributes to the COAST project's broader goal of setting global benchmarks in maritime education standards. Established in 2020, the Centre of Excellence in Maritime Simulator Training and Assessment (COAST) is a consortium of four leading Norwegian maritime education institutions: USN (host), NTNU, HVL, and UiT. COAST operates under four focus areas, with FA2 addressing technological innovation in simulator training to meet future industry needs. The current report specifically aims to: 1. Examine the similarities and differences in simulator training among Norway's leading educational institutions. 2. Assess the adoption and effectiveness of advanced technologies in enhancing learning outcomes from the perspectives of instructors, technicians, and researchers. Through 20 individual in-depth interviews with instructors, technicians, and researchers from USN, NTNU, HVL, and UiT, this study gathered comprehensive insights into nine key themes related to maritime simulator training and technology. The findings serve as a resource documenting the state-of-the-art technology and equipment used in MET across institutions. The interviews captured detailed information on simulator types, software versions, configurations, and their applications in training. As well as their perceived advantages and drawbacks seen from the perspective of instructors and regular users (excluding students). Data analysis focused on identifying commonalities, differences, and emerging trends in maritime simulator education. Particular attention was paid to the role of advanced technologies, infrastructure quality, and educator perceptions of learning outcomes within the current situation. Key findings from the report include: • Satisfaction Levels: NTNU reported the highest satisfaction levels for simulator facilities (4.5/5), followed closely by HVL (4.5/5). USN scored moderately at 3.7/5, while UiT had the lowest satisfaction rating (3.2/5). The variability reflects differences in technical support, infrastructure quality, and simulator usability. Institutions with higher-tier support licenses from supplier generally reported fewer issues and greater satisfaction. • Simulator Technology: Full-mission and desktop simulators are universally recognized as essential tools for maritime training, providing hands-on experience and facilitating the development of foundational skills. However, significant variability exists in the types of simulators, software versions, and local configurations. • Emerging Technologies: Advanced tools like VR, AR/MR, and cloud-based simulators show great potential but remain underutilized largely due to technical instability, cost, and usability challenges. Educators expressed cautious optimism about the future role of these technologies in simulator training. • Facility Infrastructure: Challenges such as sub-optimal and inefficient learning environment set up, poor ventilation and, to some extent, inefficient simulator designs reduce the effectiveness and flexibility of training environments. A keen eye needs to be on ventilation when planning new or in the renovation of training facilities. • Collaboration and Standardization: The lack of standardized training modules and inconsistent software versions hinders collaboration and resource-sharing between institutions. One of the primary drawbacks of the current national situation. However, realistic interdisciplinary exercises, such as those created by and carried out at both NTNU and UiT can be regarded as inspiration in terms of proactive measures taken to enhance students’ learning outcomes. Comparative Analysis of Outcomes: NTNU has the highest on-time completion rate for its Bachelor of Nautical Science program (89.86%), while HVL records the lowest rate (50.43%) for the same program. UiT has the highest dropout rate (36.25%), compared to NTNU’s lowest dropout rate of 6.53%. USN's Marine Engineering program stands out for its particularly low average on-time completion (due to the 7th semester) rate (8.88%) and high dropout rate (36.10%), highlighting rather pressing institutional challenges.

To address these challenges and enhance simulator training quality, this report proposes: Strengthening technical support systems (where needed) and aligning support licenses to institutional needs. Developing standardized software versions and training modules across institutions, as well as creating a loosely fitted skills and competence requirement standard to serve as a foundation for maritime educational courses nationwide. Upgrading infrastructure to address facility limitations and inefficiencies. Redesigning simulator software interfaces (K-SIM) to improve usability for instructors. Expanding interdisciplinary training exercises locally (where needed) and promoting national collaboration. Investing in emerging technologies (if applicable) through pilot testing and industry partnerships. This mapping effort has created a comprehensive resource documenting Norway's state-of-the-art maritime simulator training facilities and technologies. By addressing the gaps identified and implementing the recommendations, institutions can collectively elevate maritime education standards. This project aligns with COAST’s broader mission of positioning Norway as a global leader in maritime education and innovation, ensuring its seafarers are equipped to navigate the complexities of the modern maritime industry.