Instructional Fidelity in Virtual Flight: Applying a Structured Learning Model for VR-Based Pilot Training

Abstract

Verbatim from Embry-Riddle Scholarly Commons. Not paraphrased, not summarized.

As immersive training technologies reshape the future of aviation education, this study explores the impact of integrating Virtual Reality (VR) into a structured instructional model for B-52 pilot training. With the development and implementation of the I-BUFF (Integrated B-52 Unit Flight Familiarization) model, an innovative framework built upon the 4C/ID (Four Component Instructional Design) and SEEV (Salience, Effort, Expectancy, Value) models, this research evaluates whether structured VR environments improve training transfer and accelerate task proficiency for in-air refueling tasks. A sample of 233 pilot trainees was assessed across three groups: traditional training (non-VR unstructured), VR semi-structured, and VR fully structured training. Results demonstrated a statistically significant reduction in both sorties and minutes to proficiency among those trained with structured VR, supporting the hypothesis that strategic pedagogical design enhances VR training outcomes. While developed for a military context, the I-BUFF model presents a scalable and transferable approach to instructional design that holds promise for broader application across general aviation training environments. Findings reinforce that VR, when paired with evidence-based learning models and instructor guidance, can serve as a powerful supplement to traditional flight training.

Authors

• Gouedy, Lindsay Embry-Riddle Aeronautical University
• Jarrell, Bryce Embry-Riddle Aeronautical University
• Fendley, Mary Embry-Riddle Aeronautical University
• Wolf, Brandon Embry-Riddle Aeronautical University

Keywords

• training
• virtual reality
• human factors
• pilot
• Aviation and Space Education
• Operations Research, Systems Engineering and Industrial Engineering
• Other Social and Behavioral Sciences