Historical data has shown that effective and efficient simulator training depends largely on how students prepare for learning on the simulator. Typical preparation for simulator training consists of classroom and stand-alone computer-based training (CBT), which focus on individual objectives for learning facts, concepts, principles, or procedures. During simulator training, students are expected to develop the mental models and metaskills that will enable them to transfer their skills to new situations.

Because traditional pre-simulator training tasks are learned individually, students often have difficulty integrating multiple objectives in order to develop proficiency in complex tasks. Embedded interactive courseware (ICW) can improve the efficiency and effectiveness of the simulator by providing learning activities which specifically address (1) understanding the "big picture," (2) deriving meaning from visual and auditory cues, (3) understanding the three-dimensional environment, and (4) practicing procedures in which cues and responses are simplified but essentially the same as those in the simulator. Using a multidisciplinary team of instructional designers, software engineers, and subject matter experts to design simulator modes, capabilities, and feedback mechanisms to support the goals of skill building and transfer is the best approach to designing a simulator which integrates embedded ICW.

This paper describes the application of the new paradigm of instructional development to the analysis and design of embedded ICW and the unique strategies for developing embedded ICW as part of the total simulation training system. Recommendations for evaluation strategies are given, and considerations for future research areas are presented.