Abstract:

Restrictions imposed in reaction to the recent Covid outbreak has made it necessary for teachers to find other ways of teaching lessons, as the right to be equally educated should be made available to all students. The question remains as to the effectiveness of the different techniques, which have been initially examined in two previously published conference papers using gaming aviation software in blended classrooms and being totally online. This paper will now explore hybrid learning as compared to the previous methods used. Using the same curriculum and gaming modes over three successive semesters can help us to evaluate the success of these different learning scenarios. This pertains, in particular, to how the media chosen affects decision-making and the short-term working memory and looks at how the mind focuses and filters information especially concentrating on life-threatening situations during a flight. This paper´s conclusions are drawn from the use of an air traffic control game implemented completely in a blended classroom, completely online and using hybrid learning. In order to gauge the results, the teacher and students have monitored, recorded and exchanged information on the errors and observations made in using aviation phraseology and terminology during the course of lessons.

Keywords:

Readback, hearback, diochotic listening, virtual classroom, aviation gaming, hybrid learning, Zipf´s Law.