| Type |
Advantage |
Disadvantage |
Relevant Study |
| Written briefing |
Text and drawings are easy to produce. The information can be provided in the intranet or as a portable hand-out version. |
Written information does not seem to be enough. Students need practice and feedback for improving their collision avoidance performance. |
AOPA, 2018; EGAST (2011); Koglbauer (2015b); Koglbauer & Braunstingl (2018) |
| Tablet PC |
The position of the own aircraft and other traffic displayed on a moving-map helps student pilots to develop a mental model of the traffic situation. |
A wireless connection with the flight simulator is necessary and may not be available in every flight simulator. Currently there are only proprietary solutions available. |
Koglbauer (2015b,c); Koglbauer & Braunstingl (2018) |
| Conventional flight simulator |
Other traffic can be displayed in the environment outside the cockpit. Typical traffic configurations can be saved in a “Traffic generator” module (non-collision and collision geometries: overtaking, opposite and crossing traffic with different vertical profiles - climb, descend, cruise) |
Traffic generators are currently not available for every flight simulator. Currently there are only proprietary solutions available. The visual system of conventional flight simulators is limited (e.g., 190-degree lateral outside visual scenery) |
Koglbauer (2015b) |
| Network of flight simulators |
Students can see other traffic and develop a mental picture of the traffic situation based on the simulated radio communication. |
Currently there are only proprietary solutions available. |
Koglbauer (2015c); Koglbauer & Braunstingl (2018) |
| Virtual Reality (VR) |
The head-mounted display has a limited field of view, but if head movements are used, it provides all-round view of the outside scenery. It is cheaper to produce than a conventional hardware simulator. |
A performance decrement and an increase in workload and simulator sickness have been reported with the current VR technology. |
Oberhauser, Braunstingl, Dreyer, & Koglbauer (2018) |
| Augmented Reality (AR) |
Elements that the student otherwise must imagine can be augmented into the real world view (e.g., correct scanning patterns, position of other traffic). It is cheaper than a conventional hardware simulator. |
Currently, AR goggles have a limited field of view and need an relatively large unobstructed space for the projection of AR contents |
Koglbauer et al. (2018); Oberhauser et al. (2018) |
