The current MQ-9 Initial Qualification Training (IQT) curriculum uses a mix of classroom, simulator, and live-fly training instruction. The current curriculum has experienced challenges with meeting aircrew readiness requirements. Specifically, resource constraints and outside factors such as weather affect the ability to execute live-fly training. These negative impacts are driving the effort to increase simulator-based training events. In order to meet the increasing demand for MQ-9 flight certified aircrews, MQ-9 training is executing an experimental redesign to expand use of Live, Virtual, and Constructive (LVC) capabilities within the MQ-9 high-fidelity aircrew training simulator.
The LVC lessons include additional roles in simulator-based training scenarios that approximate the multimodal environment of live-fly exercises. These scenarios loosely mimic the multi-role and multimodal engagement style of many popular video games. These games use narrative devices to engage users in situations that require critical thinking and problem solving to progress toward goals within complex multimodal environments.
The goal-based scenario (GBS) framework describes a learning environment that exploits the learn-by-doing method demonstrated in these games. Game Based Learning (GBL) explores the concept that games are effective in teaching skills not just because of engagement, but because the skills are applied within the narrative context of the game. Both the GBS framework and GBL depend on a narrative thread or storyline, and that narrative ties to the learning objectives of training.
This paper considers the tools and methods used in the simulator-heavy training and applies academic and industry findings to investigate how storytelling and narrative techniques in GBS and GBL can be combined with the LVC capabilities within a high-fidelity aircrew training simulator to improve training outcomes and aircrew readiness.