To sea, or not to sea, that is the question: Evaluating eye-tracking as didactical support and facilitator of tacit knowledge transfer in simulator-based maritime pilot training

Paper i proceeding, 2024

Maritime pilots provide navigational guidance along specific waterways, relying on knowledge that can be challenging to articulate and transfer. This study aims to assess the effectiveness of eye-tracking as a didactic tool and to determine its potential for evaluating the transfer of tacit knowledge in simulator-based maritime pilot training. Utilising an exploratory mixed-method design, maritime pilots, instructors, and train-ees (n=57) participated in four sub-studies conducted in simulator environments. The results indicate that the incorporation of eye-tracking improved the didactic quality of briefings and facilitated a shared and objective perception of events. Additionally, it revealed strategies that could be used as a foundation for reflective learning. The pilot training primarily focused on controlled navigation, ship handling, and hydrodynamics. However, these topics mainly encompass general nautical skills rather than specific skills required for piloting. While certain aspects of specific pilot skill training, such as interactions with the crew of piloted ships, tugboats, or Vessel Traffic Service (VTS), are included in the maritime pilot training program, it remains unclear whether these skills are acquired through tacit knowledge transfer or through the development of muscle memory combined with pattern recognition. This ambiguity could not be resolved using eye-tracking alone. Furthermore, further investigation is necessary to understand the relationships between eye movements, cognitive processes, tacit knowledge transfer, and learning outcomes.