Investigating the role of flight phase and task difficulty on low-time pilot performance, gaze dynamics and subjective situation awareness during simulated flight
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Gaze behaviour has been used as a proxy for information processing capabilities that underlie complex skill performance in real-world domains such as aviation. These processes are highly influenced by task requirements, expertise and can provide insight into situation awareness (SA). Little research has been done to examine the extent to which gaze behaviour, task performance and SA are impacted by various task manipulations within the confines of early-stage skill development. Accordingly, the current study aimed to understand the impact of task difficulty on landing performance, gaze behaviour and SA across different phases of flight. Twenty-four low-time (<300 hours) pilots completed simulated landing scenarios under visual flight rules conditions. Traditional gaze metrics, entropybased metrics, and blink rate provided meaningful insight about the extent to which information processing is modulated by flight phase and task difficulty. The results also suggested that gaze behavior changes compensated for increased task demands and minimized the impact on task performance. Dynamic gaze analyses were shown to be a robust measure of task difficulty and pilot flight hours. Recommendations for the effective implementation of gaze behaviour metrics and their utility in examining information processing changes are discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it