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9 -
The erratic behavior of control group opposes to the good response of stu-
dents after the simulated flights. The correct solution is more frequent and, be-
sides, nonsense responses have disappeared, being this a relevant result.
Table 3
Questions without improvement
Nº 5
For a horizontal, stationary and
symmetrical turn:
a)
The roll velocity is zero in body
axes
b)
The roll velocity is not zero in
body axes
c)
There exists a non-zero yaw mo-
ment
Correct answer:
a)
5 -
In this case the expected results were not fully reached as the increase in good
answers is low. The time of the practice may be not enough to assimilate some posi-
tioning and stability concepts which cannot be easily appreciated with simulators.
4 Conclusions
A correct interpretation of student feedback -in this case by means of the test- is
critical in order to ensure the success of the educational activity [5]. Students were
really receptive in order to take part in the activity, proving flight simulation attrac-
tiveness. However, it is important to look for objective indicators that could demon-
strate an improvement in the student knowledge because, other way, it only could be
considered an entertainment activity. Some important results are summarized below.
Most flight variables were recorded for each flight; their visualization shows
that the accomplished maneuvers are not strictly well executed from a piloting
point of view, as they do not produce 'clean trajectories'. However, it is important
to point out that this was not relevant for the learning process (Fig. 2). This con-
clusion is really important, as it ensures that any student can learn by means of
flight simulation without being a trained pilot, making this methodology suitable
for a university course whose main purpose is not train pilots but engineers.
Fig. 2
Percentage of correct answers for each question before and after the practical lessons
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