Background. Although instructor participation is generally thought to improve the effectiveness of simulation-based training, trainees may have time and opportunity to practice skills in simulation when an instructor is not available.
Aim. The question of whether complex psychomotor skills, such as air combat maneuvering, can be acquired and improved entirely without instructor assistance through self-study and simulation-based practice is investigated.
Method. The results of an extended sequence of simulated air combat missions flown by a single experimental subject are reported and analyzed. Over a period of eight calendar years the subject flew 2,950 simulated air combat missions organized into 138 campaigns using seven different aircraft types. Throughout the period the subject studied air combat maneuvering in a self-guided, self-study mode and consciously used maneuvers and tactics learned during that study with the intent of improving his performance. However, determining whether the subject’s skills were actually improving over time was confounded by the fact that between some campaigns the subject changed the aircraft type he was flying as well as the aircraft types flown by the opposition, making direct campaign-to-campaign performance comparisons problematic. Consequently, a type-independent measure of performance was developed to normalize for the different aircraft types and allow direct comparison of performance across different aircraft types flown and opposed.
Results. Two different nonparametric statistical tests were applied to the normalized performance measure across all campaigns. A third nonparametric statistical method was applied to victories within each aircraft type. All three showed statistically significant improvement in the subject’s skills over time despite the complete absence of instructor assistance.
Conclusions. Although this case study must be considered anecdotal because it involves only a single experimental subject, it does provide an existence proof that self-guided self-study and simulation-based practice without an instructor can produce improvement in complex psychomotor skills in some learners. In addition, the analytical methods used to normalize for different aircraft types and test for improvement may be useful in similar situations where performance must be compared across time-varying circumstances.