Crafting congruence: towards systematic scenario design in maritime simulator training and assessment

Abstract

In this study, we explore the current practices of experienced instructors in developing scenarios for maritime simulator training and assessment. Scenario design is fundamental to effective simulator-based training but remains underexplored in extant literature. Through a series of semi-structured interviews (n = 16), we identify the core concerns of instructors designing scenarios; (1) realism, authenticity, and fidelity; (2) designing for students’ requirements; (3) the importance of clear learning objectives. Based on the results, we propose that functional congruence is a more fitting term than realism, authenticity, and fidelity in this context, as effective simulator training requires a balance between a simulator realistic enough for immersive learning experiences, and a focus on clear learning objectives. In consideration of the need to train students to function as part of a team of competent experts, moreover, we propose the introduction of an established instructional design model into the scenario design process. The proposed model has proven successful in simulator-based training in the similarly high-risk and safety-critical field of healthcare and has the potential to both complement the current practices of experienced instructors and act as a valuable resource for those newer to the role in designing training transferrable to professional practice.