Aviation training method based on virtual reality

Abstract

The invention relates to the field of aviation training, and discloses a virtual reality-based aviation training method, which comprises seven steps of training target and demand analysis, hardware and software setting, ground preparation, simulator training stage, training scene and task setting, flight data recording and evaluation and further training and development. According to the aviation training method based on virtual reality, a highly realistic virtual environment can be created, so that trainees can immerse in the virtual environment, and the trainees like being personally on the scene; thus, more real and controllable experience is provided, and students can feel the scene and situation of actual flight better; meanwhile, compared with actual flight training, virtual reality training has lower cost; the virtual reality training eliminates the demands of actual resources such as airplanes and fuels, and reduces the costs of maintenance, repair and insurance. The aviation training is more economical and efficient, and the training cost can be reduced.

Description

Technical Field

[0001] The invention belongs to the field of aviation training, and in particular relates to an aviation training method based on virtual reality. Background Art

[0002] Aviation training refers to professional training for aviation personnel to improve their skills and knowledge in the field of aviation. This training is usually provided by airlines, aviation schools, military organizations or other aviation training institutions.

[0003] The content and methods of aviation training vary depending on the role and field. The following are some common aviation training programs:

[0004] Pilot training: for those who want to become commercial or military pilots. This training includes ground theory courses and actual flight operations, with the aim of developing capabilities in flight techniques, flight safety and flight management.

[0005] Crew training: mainly for airline crews, including pilots, captains, co-pilots, flight attendants, etc. The training content covers flight operations, emergency handling, cabin management, teamwork and other aspects.

[0006] Aviation maintenance personnel training: training of professionals such as mechanical engineers and electronic technicians who are responsible for repairing and maintaining aircraft, engines, avionics equipment, etc. The training content focuses on technical operation, troubleshooting and maintenance standards.

[0007] Air traffic controller training: training air traffic controllers, who are responsible for commanding and controlling the operation of aircraft in the air and on the ground. The training content includes aviation regulations, radar operation, communication skills and emergency handling.

[0008] Aviation training usually combines theoretical learning, simulation training and practical operation to ensure that trainees acquire comprehensive knowledge and skills. With the advancement of technology, virtual reality and simulators are increasingly used in aviation training to provide a more realistic experience and more efficient learning effect. Therefore, a virtual reality-based aviation training method is proposed here. Summary of the invention

[0009] Technical problem to be solved: How to combine aviation training with virtual reality.

[0010] Technical solution: The present invention provides an aviation training method based on virtual reality, comprising the following steps: Step 1, training goal and demand analysis: When determining the training goals and needs, it is first necessary to clarify the specific goals of the training, such as training beginners to acquire basic flying skills or improving pilots' ability to operate specific aircraft models; at the same time, it is crucial to analyze the background, experience and needs of the trainees, which can be collected through course application forms, trainee interviews or related background surveys. This information can help determine the adaptability of the training content, difficulty and duration; Step 2, hardware and software settings: Hardware settings include ensuring that the equipment of the flight simulator is properly connected, such as the control stick, throttle, pedals, etc., and calibrating these devices. Preparation to ensure accurate operation; software setup involves selecting the appropriate aircraft model, starting position and scene, which can be adjusted according to training objectives and needs; Step three, ground preparation: During the ground preparation stage, students need to be provided with education and learning materials on flight theory, including flight principles, aircraft systems, navigation, meteorology, etc.; In addition, students also need to understand the basic operating instructions of the simulator, including software interface, flight instrument readings, control stick operation, etc.; Step four, simulator training stage: Simulator training is the core stage of the entire training process. At this stage, students will simulate various flight operations, such as takeoff, maneuvering, navigation, approach and landing; The training content should be designed according to the training objectives and needs, and gradually Step 5: Increase the difficulty and complexity; the instructor or coach should provide real-time feedback and guidance, correct the students' mistakes and help them improve their skills through the visual and auditory feedback of the simulator; Step 5: Training scenario and task setting: In the training scenario and task setting, a variety of flight scenarios and tasks should be provided to enable students to gain diverse flight experience; this may include different types of airports, various weather conditions, complex air traffic, etc.; in addition, simulation training for special situations can also be designed, such as engine failure, emergency handling and system failure, etc., to train students' emergency response and decision-making capabilities; Step 6: Flight data recording and evaluation: Recording students' flight data is an important basis for evaluating their performance and progress; Flight data may include the student's operation records, error reports, flight instrument readings, etc.; based on the evaluation criteria, the coach or instructor should evaluate the student's performance and provide detailed feedback and suggestions; this can be achieved through face-to-face discussions, written reports or evaluation forms; Step seven, further training and development: based on the student's performance and needs, further simulator training or actual flight training suggestions can be provided; this may include adjustment of the difficulty of simulator training, enhanced training for special tasks or further actual flight training plans; in addition, a personal development plan for students can also be provided, including advanced courses, accumulation of flight experience and professional certification, to help students further improve their flying skills and knowledge.

[0011] Technical effects:

[0012] The virtual reality-based aviation training method provided by the present invention can create a highly realistic virtual environment, allowing trainees to immerse themselves in it as if they were actually there; this provides a more realistic and controllable experience, allowing trainees to better feel the scenes and situations of actual flight; at the same time, compared with actual flight training, virtual reality training has lower costs; virtual reality training eliminates the need for actual resources such as aircraft and fuel, while reducing costs such as maintenance, repair and insurance; this makes aviation training more economical and efficient, and can reduce training costs. BRIEF DESCRIPTION OF THE DRAWINGS

[0013] The accompanying drawings are used to provide a further understanding of the present invention and constitute a part of the specification. Together with the embodiments of the present invention, they are used to explain the present invention and do not constitute a limitation of the present invention. In the accompanying drawings:

[0014] Figure 1 It is a schematic diagram of the process structure of the present invention. DETAILED DESCRIPTION

[0015] The technical solutions in the embodiments of the present invention will be clearly and completely described below in conjunction with the drawings in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, rather than all the embodiments; based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without making creative work are within the scope of protection of the present invention.

[0016] The virtual reality-based aviation training method provided in this specific embodiment is as follows: Figure 1 As shown, the following steps are included:

[0017] Step 1: Training Objectives and Needs Analysis: When determining training objectives and needs, it is first necessary to clarify the specific objectives of the training, such as training beginners to acquire basic flying skills or improving pilots' ability to operate specific aircraft models. At the same time, it is crucial to analyze the background, experience and needs of the trainees, which can be collected through course application forms, trainee interviews or related background surveys. This information can help determine the adaptability of the training content, difficulty and duration. In addition, in this process, it is important to note that: 1. Trainee background and experience: Understanding the background and experience of the trainees is crucial to determining the content and difficulty of the training. Asking trainees about their flight experience, aircraft type, flight hours, and other information, as well as their learning needs and goals, will help develop a suitable training plan based on the trainees' existing knowledge and skills. 2. Clarity of training objectives: Ensure that the training objectives are clear, specific and measurable. For example, the training objective can be for trainees to master the operating skills of a specific aircraft model, or to improve the trainees' ability to cope with specific areas (such as high-altitude airports, complex weather conditions, etc.). Clear objectives can help determine the training content and evaluation criteria. 3. Training time and resource constraints: Understand the time of training Limitations and available resources are important; determine the duration and frequency of training based on the time availability of trainees and the requirements of the training plan; at the same time, evaluate available flight simulators, teaching materials, instructors and other resources to ensure the feasibility and effectiveness of the training; 4. Practical application scenarios of training: Consider the importance of practical application scenarios of training for determining training content and tasks. For example, if the training aims to adapt trainees to the operation of high-altitude airports, then simulator training should include relevant take-off and landing and navigation exercises, as well as simulation of special meteorological conditions; 5. Trainees' learning styles and preferences: Understanding trainees' learning styles and preferences helps to select appropriate teaching methods and tools; some trainees prefer visual-assisted teaching, while others may prefer practical operations and experiments; adjust the interactive methods and learning materials of training according to trainees' learning styles and preferences; 6. Measurability and evaluation methods of training: When designing training objectives, ensure that the objectives are measurable and evaluable; this can be achieved by setting specific performance indicators, using simulator data recording and evaluation tools, or through trainees' actual performance and feedback; evaluating the effectiveness of training and trainees' learning outcomes is the key to ensuring the effectiveness of training;

[0018] Step 2, hardware and software setup: Hardware setup includes ensuring that the flight simulator equipment is connected normally, such as the joystick, throttle, pedals, etc., and calibrating these devices to ensure accurate operation; software setup involves selecting appropriate aircraft models, starting positions and scenes, which can be adjusted according to training objectives and needs; in this process, it is important to note that: 1. The quality and reliability of hardware equipment: Ensure that the hardware equipment of the flight simulator is of reliable quality to provide a stable and accurate operating experience; select equipment brands with a good reputation and reliability, and perform proper maintenance and repairs to ensure the normal operation of the equipment; 2. Hardware connection and calibration: Ensure that the hardware equipment of the flight simulator is correctly connected and calibrated; check the connection between the joystick, throttle, pedals and other devices and the computer to ensure a firm connection; use the calibration tools provided by the simulator software to calibrate the hardware equipment to ensure accurate operation; 3. Stability and compatibility of the software platform: Select a stable and reliable flight simulator software platform to ensure a good user experience; ensure that the selected software platform is compatible with the hardware 4. Selection of aircraft models and scenarios: Select appropriate aircraft models and scenario settings according to training objectives and needs; Ensure that the operating characteristics and system performance of the selected aircraft model are consistent with the actual aircraft, and provide relevant system and instrument simulations; Select appropriate scenario settings, including different types of airports, different weather conditions and geographical environments, to provide a diverse training experience; 5. User interface and operation guidance: Optimize the user interface of the simulator software to make it friendly and intuitive; Provide clear operation guidance and help documents to help trainees quickly get started and understand the operation process; Ensure that the operation guidance is clear and provides sufficient details to ensure that trainees use the simulator software correctly; 6. Technical support and maintenance: Establish good communication channels with flight simulator hardware and software suppliers to ensure timely technical support and maintenance services; Understand the updates and repair patches provided by suppliers, and perform software upgrades and equipment maintenance in a timely manner to ensure the performance and stability of the simulator;

[0019] Step 3, ground preparation: During the ground preparation stage, students need to be provided with education and learning materials on flight theory, including flight principles, aircraft systems, navigation, meteorology, etc. In addition, students also need to understand the basic operating instructions of the simulator, including software interface, flight instrument readings, joystick operation, etc. In this process, it is important to note that: 1. Flight theory education and learning materials: Provide students with the flight theory education and learning materials they need to help them build a foundation of flight knowledge; select appropriate teaching materials, teaching videos, online courses, etc. to meet the learning needs of students; ensure that the content of the teaching materials is accurate, easy to understand, and matches the training objectives; 2. Operation manuals and guides: Provide students with detailed flight simulator operation manuals and guides to help them become familiar with the simulator's interface, functions, and operating procedures; the manual should include simulator software installation instructions, equipment calibration methods, flight control operations, etc., and can provide illustrated instructions based on actual conditions; 3. Familiarity with the simulator software interface: Ensure that students understand and are familiar with the interface of the flight simulator software; different control panels, options, and functions should be introduced during training so that students can 4. Setup and calibration of operating equipment: provide students with the operating equipment required to correctly setup and calibrate the flight simulator, such as control sticks, throttles, pedals, etc.; ensure that students understand how to properly connect these devices and calibrate them through the simulator's calibration tools to ensure the accuracy of the operating equipment; 5. Roles and responsibilities of instructors: clarify the roles and responsibilities of instructors and ensure that they can provide necessary support and guidance; instructors should have rich flight experience and professional knowledge, be able to answer students' questions, provide technical support, and assist students in understanding flight theory and simulator operations; 6. Students' learning plans and goals: develop learning plans and goals with students; arrange reasonable learning progress and goals based on students' time constraints and learning abilities, and develop quantifiable evaluation criteria so that students can track and evaluate their learning progress; 7. Student feedback and question answering: encourage students to provide feedback and answer their questions in a timely manner; establish open communication channels so that students can share their learning experiences, ask questions, and receive timely responses and solutions;

[0020] Step 4, simulator training stage: simulator training is the core stage of the entire training process. During this stage, trainees will simulate various flight operations, such as takeoff, maneuvering, navigation, approach and landing; the training content should be designed according to the training objectives and needs, and gradually increase the difficulty and complexity; the instructor or coach should provide real-time feedback and guidance, and correct the trainees' mistakes and help them improve their techniques through the visual and auditory feedback of the simulator; in this process, it is important to note that: 1. Clarity of training plans and goals: Ensure that the training plans and goals are clear and specific to meet the needs of trainees; clarify the specific skills and operations to be trained, 1. Gradually increase the difficulty and complexity: gradually increase the difficulty and complexity during the training process to help students gradually improve their skill level; at the beginning, you can start with simple operations and gradually introduce more complex flight tasks and scenarios, such as complex weather conditions, high traffic density areas, etc.; 2. Real-time feedback and guidance: provide real-time feedback and guidance to help students correct mistakes and improve their techniques; instructors can use the simulator's visual and auditory feedback, such as flight instrument readings, heading indications, guidance, etc. 4. Design diverse training tasks: Design diverse training tasks to increase students' familiarity with different flight scenarios and operations; This can include different types of airports, different weather conditions, various navigation methods, etc.; By providing diverse tasks, help students develop the ability to flexibly respond to various situations; 5. Simulation training for emergencies: Design simulation training for emergencies to cultivate students' calm response and correct decision-making ability in emergency situations; This can include simulating emergency situations such as engine failure, system failure, sudden weather changes, and rehearsing corresponding emergency procedures and operations; 6. Pay attention to technical details and procedures: Ensure that the correctness of technical details and procedures is paid attention to during training; Students should understand and be familiar with applicable flight rules, procedures and standard operations; Instructors should ensure that students operate in accordance with prescribed procedures and emphasize correct technical details; 7. Record students' progress and problems: Record students' progress and problems in order to evaluate the effectiveness of training and learning outcomes; Instructors can record students' operation records, error reports and skill assessment results; These records help track students' technical progress and identify areas that need further improvement;

[0021] Step 5, training scenario and task setting: In the training scenario and task setting, various flight scenarios and tasks should be provided to enable trainees to gain diverse flight experience; this may include different types of airports, various weather conditions, complex air traffic, etc.; in addition, simulation training for special situations, such as engine failure, emergency handling and system failure, can also be designed to train trainees' emergency response and decision-making capabilities; in this process, it should be noted that: 1. Design scenarios according to training objectives: ensure that the training scenarios match the training objectives; select appropriate scenarios and task settings according to the needs of trainees and training objectives; for example, if the training goal is to improve the ability to take off and land at a specific airport, the airport can be selected as the training scenario, and related tasks such as automatic approach and manual landing can be set; 2. Diverse weather conditions: design diverse weather conditions to allow trainees to train under various meteorological conditions; this can include different weather conditions such as clear, cloudy, rainy, and low cloud base; through flight training under different weather conditions, trainees can improve their ability to cope with different meteorological conditions; 3. Different types of airports: select different types of airports as training scenarios to help trainees become familiar with the characteristics and operating requirements of different airports; this can include large international airports, small airports, mountain airports, high altitude airports, etc. Airports, etc.; by training at different types of airports, trainees can adapt to different runway lengths, navigation methods and traffic control requirements; 4. Complex air traffic: Design complex air traffic scenarios to allow trainees to train in a busy air traffic environment; this can include high traffic density areas, airspace around aviation hubs, multi-aircraft intersections, etc.; by simulating complex air traffic, trainees can develop aviation communication, air navigation and decision-making capabilities; 5. Simulation of special situations and emergencies: Design simulation training for special situations and emergencies to improve trainees' ability to respond in emergency situations; this can include emergency situations such as engine failure, electrical failure, stall state, etc.; by simulating these situations, trainees can learn correct emergency procedures and operations; 6. Gradually increase the difficulty of the scenario: gradually increase the difficulty of the training scenario during the training process to help trainees gradually improve their skill level; you can start with simple scenarios and gradually transition to complex scenarios; this can include increasing the number of traffic, adding complex weather conditions, simulating special airports and navigation requirements, etc.; 7. Consider resource and time constraints: Consider resource and time constraints to ensure that the settings of training scenarios and tasks are within the feasible range; ensure that the selected scenarios and tasks can be carried out within the existing simulator and training time, and can meet the learning needs of trainees;

[0022] Step 6, flight data recording and evaluation: Recording students' flight data is an important basis for evaluating their performance and progress; flight data can include students' operation records, error reports, flight instrument readings, etc.; according to the evaluation criteria, the coach or instructor should evaluate the student's performance and provide detailed feedback and suggestions; this can be achieved through face-to-face discussions, written reports or evaluation forms; in this process, it is important to note: 1. Accuracy of data recording: Ensure the accuracy of flight data recording so that students' performance can be objectively evaluated; use reliable data recording equipment and software, such as the built-in recording function of the simulator or third-party flight data 1. Recording tools: Ensure that the data recording device is stably connected to the flight simulator and calibrate the device to ensure accurate data recording; 2. Record key indicators: Record key flight indicators and operating data to evaluate the student's operating skills and performance; this includes vertical rate of takeoff and landing, heading and altitude control in horizontal flight, speed and vertical speed adjustment, etc.; record the student's flight instrument readings, heading indications and engine parameters for subsequent analysis and evaluation; 3. Use visualization tools and charts: Convert flight data into easy-to-read visualization tools and charts to better analyze the student's performance; use the analysis tools built into the simulator software or third-party analysis tools to better analyze the student's performance. 4. Set evaluation criteria and indicators: According to the training objectives and needs, set clear evaluation criteria and indicators; This can include standards for flight techniques, heading control, altitude control, take-off and landing operations, etc.; According to these evaluation criteria, quantitative and qualitative evaluation of students' flight data is carried out to determine their skill level and progress; 5. Evaluation and feedback from coaches or instructors: Coaches or instructors should conduct personal evaluation and feedback by observing students' flight data and actual operations; Based on the evaluation results of flight data, provide specific Provide feedback and guidance to help students improve and enhance their skills; this can be achieved through face-to-face discussions, written reports or evaluation forms; 6. Provide student feedback channels: encourage students to provide feedback and establish effective communication channels between students and instructors; students can share their views and feelings about their performance, raise questions and concerns; respond to student feedback in a timely manner, and give positive suggestions and support; 7. Continuously track and record student progress: continuously track and record student progress and improvements for long-term evaluation and supervision; record student flight data, evaluation results and feedback records, and establish student development files to track student skill improvement and development;

[0023] Step 7, further training and development: Based on the student’s performance and needs, recommendations for further simulator training or actual flight training may be provided; this may include adjustment of the difficulty of simulator training, enhanced training for special tasks or further actual flight training plans; in addition, a student personal development plan may be provided, including advanced courses, accumulation of flight experience and professional certification, to help students further improve their flying skills and knowledge.

[0024] It should be noted that, in this article, relational terms such as first and second, etc. are only used to distinguish one entity or operation from another entity or operation, and do not necessarily require or imply any such actual relationship or order between these entities or operations. Moreover, the terms "include", "comprise" or any other variants thereof are intended to cover non-exclusive inclusion, so that a process, method, article or device including a series of elements includes not only those elements, but also other elements not explicitly listed, or also includes elements inherent to such process, method, article or device.

[0025] Although embodiments of the present invention have been shown and described, it will be appreciated by those skilled in the art that various changes, modifications, substitutions and variations may be made to the embodiments without departing from the principles and spirit of the present invention, and that the scope of the present invention is defined by the appended claims and their equivalents.

Claims

1. An aviation training method based on virtual reality, characterized in that: The method comprises the following steps: Step 1: Training Objectives and Needs Analysis: When determining training objectives and needs, you first need to clarify the specific objectives of the training, such as training beginners to acquire basic flying skills or improving pilots’ ability to operate specific aircraft models. At the same time, it is crucial to analyze the background, experience and needs of the trainees, which can be collected through course application forms, trainee interviews or related background surveys. This information can help determine the adaptability of the training content, difficulty and duration. Step 2, hardware and software setup: Hardware setup includes ensuring that the flight simulator equipment is properly connected, such as the control stick, throttle, pedals, etc., and calibrating these devices to ensure accurate operation; software setup involves selecting the appropriate aircraft model, starting position and scene, which can be adjusted according to training goals and needs; Step 3, Ground Preparation: During the ground preparation stage, students need to be provided with education and learning materials on flight theory, including flight principles, aircraft systems, navigation, meteorology, etc. In addition, students also need to understand the basic operation instructions of the simulator, including software interface, flight instrument readings, control stick operation, etc. Step 4, simulator training stage: simulator training is the core stage of the entire training process. During this stage, trainees will simulate various flight operations, such as takeoff, maneuvering, navigation, approach and landing. The training content should be designed according to the training objectives and needs, and gradually increase the difficulty and complexity. The instructor or coach should provide real-time feedback and guidance, correct the trainees' mistakes and help them improve their techniques through the visual and auditory feedback of the simulator. Step 5: Training scenario and task setting: In the training scenario and task setting, various flight scenarios and tasks should be provided to enable trainees to gain diverse flight experience; this may include different types of airports, various weather conditions, complex air traffic, etc. In addition, simulation training for special situations, such as engine failure, emergency handling and system failure, can also be designed to train trainees' emergency response and decision-making capabilities; Step 6, Flight Data Recording and Evaluation: Recording students' flight data is an important basis for evaluating their performance and progress; flight data can include students' operation records, error reports, flight instrument readings, etc.; according to the evaluation criteria, the coach or instructor should evaluate the students' performance and provide detailed feedback and suggestions; this can be achieved through face-to-face discussions, written reports or evaluation forms; Step 7, further training and development: Based on the student’s performance and needs, recommendations for further simulator training or actual flight training may be provided; this may include adjustment of the difficulty of simulator training, enhanced training for special tasks or further actual flight training plans; in addition, a student personal development plan may be provided, including advanced courses, accumulation of flight experience and professional certification, to help students further improve their flying skills and knowledge.

2. The virtual reality-based aviation training method according to claim 1, characterized in that: When conducting training objectives and needs analysis, it is necessary to understand the trainees' learning styles and preferences, because understanding the trainees' learning styles and preferences will help choose appropriate teaching methods and tools; some trainees prefer visual-assisted teaching, while others may prefer practical operations and experiments; adjust the training interaction methods and learning materials according to the trainees' learning styles and preferences.

3. The virtual reality-based aviation training method according to claim 1, characterized in that: When setting up the hardware and software, it is necessary to select appropriate aircraft models and scenario settings based on training objectives and needs; ensure that the operating characteristics and system performance of the selected aircraft model are consistent with the actual aircraft, and provide relevant system and instrument simulation; select appropriate scenario settings, including different types of airports, different weather conditions and geographical environments, to provide a diverse training experience.

4. The virtual reality-based aviation training method according to claim 1, characterized in that: During ground preparation, it is necessary to ensure that the trainees understand and are familiar with the interface of the flight simulator software; during training, different control panels, options and functions should be introduced so that the trainees can accurately use the various functions and settings of the simulator.

5. The virtual reality-based aviation training method according to claim 1, characterized in that: During the simulator training phase, real-time feedback and guidance are needed to help trainees correct mistakes and improve their techniques. Instructors can provide instant evaluation of trainees' operations through the simulator's visual and auditory feedback, such as flight instrument readings, heading indications, engine sounds, etc. Instructors can also communicate and guide trainees in real time through wireless walkie-talkies or text chats.

6. The virtual reality-based aviation training method according to claim 1, characterized in that: When setting up training scenarios and tasks, it is necessary to gradually increase the difficulty of the training scenarios during the training process to help trainees gradually improve their skill levels; you can start with simple scenarios and gradually transition to complex scenarios; this can include increasing the amount of traffic, adding complex weather conditions, simulating special airports and navigation requirements, etc.

7. The virtual reality-based aviation training method according to claim 1, characterized in that: When recording and evaluating flight data, it is necessary to convert the flight data into easy-to-read visualization tools and charts to better analyze the student's performance; use the built-in analysis tools in the simulator software or third-party data analysis software to convert the data into graphs and charts to compare and evaluate the student's performance in different flight tasks.

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