Result Analysis

Based on the NASA TLX scores, the results of this study determined that those students who completed the course had a higher cognitive workload than those who did not.

Quantitative Result

Based on TLX Subscale Scores of 25 Student Pilots:

5 who completed, and
20 who did not complete.

Table 1: TLX Subscale Scores of Successful/Unsuccessful Course Completion:

	Complete	Incomplete
Mental Demand	18	12.4
Physical Demand	6	8.2
Temporal Demand	17.5	8.6
Individual Performance	3	9.8
Emotional Demand (Effort)	19	15
Frustration	8	5

The difference between the scores, of students who completed the course and those who did not, are most significant in the the Mental Demand, Temporal Demand and Individual Performance factors.
Slight differences in the Effort and Frustration factors of both groups of students hint at the emotional impact of flying training.

Methods

Research approach

Using the NASA Task Load Index’s (TLX) six subscales to quantify cognitive workload of student pilots

Sample

25 students from the Honolulu Community College (HCC) as part of their credit for college

Variables

The study was carried out within a civilian training environment and could vary if applied in a military training environment; in view of the more rigorous selection processes for military flying

Data analysis

Cognitive workload was determined using the NASA TLX’s 6 subscales of Mental Demand, Physical Demand, Temporal Demand, Individual Performance, Emotional Demand and Frustration
The results for each subscale were grouped to compare students who had successfully completed the course against students who did not complete the flying course

Generalization potential

The student pilots were undertaking the course as part of their college credit so the motivation for completing the course might differ from a student pilot aiming for a professional licence
Nevertheless, the results that higher mental workloads were seen across those who passed suggest the applicability of the link between cognitive workloads and flying training performance

References

Tilton, N.F., & Miller, R.M. (2009) Cognitive Workload as a Predictor of Student Pilot Performance. In D. Harris, (Ed.), Engineering Psychology and Cognitive Ergonomics (pp. 600-605). Heidelberg, Berlin: Springer Verlag.