Use of PC-based Simulators to Train Basic Control Functions of a Hydraulic Excavator: Audiovisual Instruction Contrasted with Hands-On Exploration

• Published in: International journal of human-computer interaction Vol. 33; no. 1; pp. 66 - 74
• Main Authors: Bhalerao, Bhushan N., Dunston, Phillip S., Proctor, Robert W.
• Format: Journal Article
• Language: English
• Published: Norwood Taylor & Francis 02.01.2017; Lawrence Erlbaum Associates, Inc
• Subjects: Audio visual equipment; Computer simulation; Construction equipment; Control methods; Earthmoving equipment; Excavators; Fluid flow; Heavy construction; Hydraulics; Learning; Learning management systems; Mathematical analysis; Mathematical models; Operators (mathematics); Personal computers; Simulators; Training
• ISSN: 1044-7318; 1532-7590; 1044-7318
• DOI: 10.1080/10447318.2016.1232230

Operation of heavy construction equipment is a cognitively demanding task, and training of operators is risky and costly. Advances in computer-based virtual training systems have emerged as a solution to limitations associated with use of actual equipment, effectively reducing risk and on-machine training time, and allowing flexibility in learning environments. We report an experiment that compared two training methods for the initial phase of learning to operate a simulated hydraulic excavator: (a) audiovisual instructions for teaching operation of controls, and (b) hands-on operation of the excavator. After receiving one or the other of these training methods, participants performed a Controls Familiarization test that requires execution of appropriate joystick control actions in response to verbal stimuli presented visually that correspond to the desired action (e.g., "Activate the bucket close function"). For both groups, the actions were executed faster and with fewer errors as they practiced the Controls Familiarization task. Participants taught with the instructional method performed better than those who learned control operation through hands-on exploring, with this benefit apparent mainly for the two more difficult control functions-moving the stick in or out, and opening or closing the bucket. Increasing the allotted time for hands-on learning from 1 to 5 min did not seem to increase the amount of learning that took place. Instructions convey control-machine relations that are difficult to learn just through "free play" operation of a simulated machine.