Simulator training beyond the boundaries of engine room watch-keeping

Traditionally and historically, engine room simulators are employed by Maritime Education and Training (MET) institutes to educate trainees to face real life machinery space situations commonly known as watch-keeping which enable safe operation of the ship. In addition, the trainees can be prepared to face the emergency situations with suitable exercises. International Maritime Organization (IMO) convention on Standards of Training, Certification and Watch-keeping (STCW) also recommends approved simulators for assessment of competency and demonstration of continued proficiency in certain areas. [1] Essentially, the scope of engine room simulator training was restricted to training engine room watch-keeping and assessment. The capabilities of modern simulators in maritime training and education are gaining importance in recent times due to its unique features in providing integrated learning to students. Marine engineering, comprising of several facets of engineering such as Mechanical, Electrical and Electronics, Control systems, Heating, Ventilation and Air Conditioning (HVAC), finds simulators playing a vital role that surpasses any other medium of instruction. In the hands of dedicated and creative simulator instructors the engine simulators can provide another dimension of integrated learning. Simulators can be used to provide the theoretical foundation to most of the engineering concepts in various branches of engineering mentioned above. For example, the concept of reactive power in electrical engineering and its effect on the distribution system at various settings can be best demonstrated to students with advanced simulation exercises. This goes beyond the limits of traditional simulator exercise regime. This paper analyses how the engine room simulator technology can be utilized to teach theoretical engineering concepts with carefully created simulator exercises that display various trends and relevant quizzes. The exercises do not entirely reflect engine room watchkeeping but augment theoretical engineering concepts with practicals, which may not be possible to do in a normal classroom situation or in a training ship scenario without a substantial cost / risk. Further the quizzes inserted in suitable instances within the exercise enable the student an integrated approach to purposeful learning. The quizzes further provide the instructor an authentic assessment scheme of individual student’s learning and grasp of the theoretical concepts. The paper also aims to indicate that this methodology will provide a pathway for training future autonomous ship operators.